Discusses the findings of a study designed to determine the frequency with which elementary teachers (n=21) taught science over a four week period, and which teaching strategies they utilized during that time frame one year after extensive inservice training. Results revealed that 61% of the responding teachers taught science 16 or more times over…

A whole-language approach to science can enhance student learning. Curiosity about science leads to research, reading, and writing. An example of a two-week unit on ants is presented, in which students begin by watching the ants, then organize their thoughts, research ants, write about ants, and create final projects. (SM)

A technique checklist can work well for physical education teachers who want to evaluate student behavior and performance, record quantifiable and objective information, and provide specific feedback about techniques. The article presents a checklist for beginning tennis, explaining its use and benefits. (SM)

Describes how teachers can help primary students study nature and explore the outdoors. The article explains how teachers should give nature studies priority, gather students' ideas on the subjects, assemble an exploration toolbox, measure off spots to study, dig in, return to the classroom, and create cross-curricular activities. (SM)

Discusses the contrast between traditional approaches to language arts instruction for special needs children and process-centered, communication-based approaches. Provides examples of research on process-centered, communication-based instruction for special needs children. Addresses implications suggested by this research. (RS)

Drawing on two case studies from a larger qualitative study of four public high school teachers modeling conflict-management approaches in their social-studies classrooms, this article focuses on teachers' treatment of a key concept (the idea of rights) that captures the individual's confrontation with the political society. Tolerance and…

Six male elementary school students with learning disabilities were taught multiplication facts using a computer software program with a five-second constant time delay procedure. Results indicated that the computer-assisted instructional program was effective. Learning generalized with varying degrees of success. (Author/JDD)

Presents a model for the analysis of the potential for computer-based instruction in the education and training systems of developing nations and applies the model to Bulgaria as an example. Highlights include economic and sociopolitical conditions; cultural sensitivity; workforce requirements; teacher skills; available technology; and support…

Provides a brief description of a distance education program applied to inservice teacher training in Portugal. Written materials, radio, television programs, and the self-assessment system are described; and statistics are provided. (EAM)

Describes a study of the school improvement target areas used by the 18 Kansas high schools initially involved in Outcomes Accreditation. Suggests that the most common cognitive targets were communication, mathematics, curriculum design, and academic success, whereas the most common affective targets were student behavior, school climate, and…

Highlights several articles with relevance for outcomes accreditation, focusing on the education and power of superintendents, reasons for the failure of school reform efforts, the value of educational research, educational leadership, principals' perceptions of educational reform, teacher conflicts/participation in shared decision making,…

Discusses the ways that high school English-as-a-Second-Language teachers might ask students to translate into English their own original poetry written in their original languages. Questions the "English Only" rule often proscribed for such classes. Describes how one teacher succeeded in having students translate their own poems. (HB)

Parents and teachers help children develop their intelligence by mediating their learning experiences. When children seek such mediation by asking questions, parents and teachers can use one of seven responses. The single most helpful response is to take children's questions seriously and turn them into golden thinking and learning opportunities.…

This paper shares insights on assessment of students with reading difficulties, focusing on the value of student self-reflections, teacher observations of student strategies, analysis of student "products," and knowledge of students' strengths and struggles. The article supports the idea of knowledge as a socially constructed process influenced by…

This article addresses the potential and the challenges of scaffolded instruction within the context of an exploratory study of the implementation of mediated collaborative problem solving. Implementation of the model for self-regulation with students experiencing reading difficulties is described, with suggestions for making scaffolded…