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The author shares his perspective on the fundamentals of expository writing criteria for high school students. He asserts that while style, fluency, tone, and correct grammar are certainly important in writing, content has value as well, but across the U.S. even the most prestigious writing workshops for teachers generally bypass substance to focus on style. However, students must know facts, dates, and the viewpoints of various experts and authors to write their college term papers. It is suggested that writing about oneself can be the work of genius, but limiting high school students to thinking and writing almost entirely about themselves can lead them to believe that they don't need to seek information about anything outside of their own feelings and experiences.

The article explores how to get the most out of a coaching session and also mentions several tips to help teachers bring their best including ask questions, start with a positive attitude, and work hard. It also mentions the expectation of confidentiality while sharing information in coaching sessions. It examines that barriers against external interruption in place, quieting internal distractions in session with a coach can be a formidable challenge.

The article presents the author’s views on a question of citizenship as what is termed glocal by examining issues at the intersection of local community, country, and world in global citizenship education curricula. Topics include developing knowledge and skills for global citizenship, promoting active citizenship at schools and teaching students to become as change agents, and pedagogy that facilitates student-directed authentic learning.

The article discusses the comparison of the proposed Mathematics curriculum administered by the Mathematics Curriculum Committee, as part of educational changes in the U.S. Gordon Mackenzie, an author, has observed that the curriculum change process undergo a series of phases, beginning with criticism of the old program and ending in implementation of a newly selected program. He conceptualized the phases in terms of six variables or determiners of the curriculum. These determiners include teachers and students for whom selection will be made, the content, methods, and materials involved in the proposal, and the element of time. After examining the possible effects of the proposed curriculum on each of the six determiners, the proposal with the most desirable profile will be selected.

The article discusses the significance of visible thinking on students in the U.S. Thinking routines are one element of visible thinking, which help learners to ponder on topics that might not seem to invite intricate thinking. Visible thinking has six key principles which include learning as a consequence of thinking, good thinking is not only a matter of skills but also a matter of dispositions, the development of thinking is a social endeavor and fostering thinking requires making thinking visible. Moreover, its goal is to deepen learning in the content areas and fostering thinking skills and dispositions in schools which creates a chemistry that can be truly transformative for learners and teachers.

Presents news briefs related to educational leadership in the U.S. as of March 1983. Prekindergarten programs for disadvantaged; Important factor in reading ability; After-school strategy for third world students.

Presents papers by authors on the role of behaviorism and humanism in education presented at the 1977 Annual conference of Association of Supervision & Curriculum Development in Houston, Texas. Description of humanistic objectives; Shortcomings of humanistic and behavioristic educational programs.

The article focuses on the efforts in the U.S. to make citizenship education in the schools more meaningful and relevant. Conventional citizenship education has lost its relevance, thus curriculum content and teaching methods need to be improved. Learning opportunities outside the formal classroom walls should be tapped. Students should be exposed to actual situations where their skills in resolving conflicts can be put to test. Cognitive and affective objectives must go hand in hand in teaching the subject.

The article presents news briefs pertaining to education in the United States as of November 1973. A supplemental high school textbook on Asia was banned by the school board in Stockton, California after a board member complained that it is "soft on communism." Two sculptures produced by a girl student for a high school are festival in Houston, Texas were banned by school authorities because they depicted nude men and women. A record number of scholarships wee awarded to public high school seniors who participated in the programs conducted by Student Science Fair In. in Chicago, Illinois. The National Study of School Evaluation has developed guidelines for multicultural/multiracial education.

The article presents various news and announcements pertinent to education as of May 1972. Rand Corp. released a six-volume report that analyzed educational performance contracting programs in Norfolk, Virginia; Texarkana, Arkansas; Gary, Indiana; Gilroy, California and Grand Rapids, Michigan. During the summer, the Canadian government launched the Opportunities for Youth Program (OYP) in which 28,000 high school and college students who were unable to find summer jobs were paid from $60 to $90 a week to engage in 2,300 approved projects ranging from beach cleaning to tutoring disadvantaged children.

The article reports on the Project Head Start. Project Head Start was a comprehensive program designed to address itself to the educational, emotional and physical needs of the child while dealing with the problems of the family, needs and resources of the community. The first program launched by Head Start focuses on the preparation of the children to enter the first grade of public school that showed positive results. Moreover, it discusses the experimental program sponsored by Head Start called Planned Variation which focuses on the effects of approaches to preschool education and others.

The article presents the educational programs aiming to develop the concept of innovation in several levels of education in the United States. The program called "Technology for Children Program" implemented in Trenton, New Jersey aims to design a learning environment for children where they are given a chance to interact with various learning materials. Stout State University and Ohio State University developed the "American Industries Projects" which focuses on educating junior high school students about general education through industrial arts. Also included among the programs discussed is San Francisco State College's "Programs of the Center for Technological Education".

The article investigates the teaching-learning process that is occurring in a number of open schools in the United States. According to the author, open spaces do not necessarily ensure freedom in the classroom. Freedom to learn, to grow, and to choose a learning activity does not appear to be a function of walls or the dearth of them. According to author J. Dewey, freedom is a mental attitude. If freedom is characterized by exploration and experimentation, then children must be given with not just the opportunities to explore and experiment but the materials to examine and investigate as well.

The article presents information on the use of graphics and book illustrations in reading instruction in U.S. education. The author looks at graphical literacy, the U.S. Common Core State Standards, and reading comprehension. The article also discusses strategies related to visual thinking, question/answer relationships, and questioning the author.

The article discusses the effectiveness of different teacher evaluation systems, focusing on a comparison between the system used in the District of Columbia Public Schools district and the system used in the Montgomery County Public Schools district in Maryland. The author argues that an emphasis on drastic reform based on the IMPACT teacher evaluation system is not as effective as refining a teacher evaluation system focused on teacher development through collaboration between school administrators and teachers unions. Other topics include the Peer Assistance and Review (PAR) evaluation program, the role of principals in evaluation, and using students' standardized test scores to evaluate teacher effectiveness.

The article discusses equity in U.S. education among low-income and racially and linguistically diverse students, focusing on seven teaching principles which may equalize access to education among these populations. The authors comment on correlations between student race, economic status, and curriculum and achievement levels, the importance of teachers' ability to understand their students' backgrounds and to respond to them, and teaching methods that accommodate different learning abilities. Also discussed are various teaching strategies for small group work and classroom activities.

The article describes the author's experiences during trips to South Africa to initiate family engagement programs in elementary schools there, and the application of her observations to immigrant students and parents in the United States. The author discusses the stereotypes American teachers and administrators sometimes apply to immigrants and the ways in which such stereotyping and cultural ignorance can impede learning by misinterpreting the dreams and aspirations immigrant parents have for their children. The author provides suggestions to teachers of immigrant students such as providing a welcoming atmosphere for parents, holding parent-teacher meetings in community rooms or places of parents' work, and personally sharing good student progress reports as well as bad with parents.

The article discusses educational quality at schools in the U.S., particularly the connection between segregation in schools and quality. The legal aspects of desegregation, including the U.S. Supreme Court case Parents Involved in Community Schools v. Seattle School District No. 1, is discussed. The racial make-up of suburbs in the U.S. and how this will impact diversity in schools is discussed. The benefits of fully integrated schools to minority and white children is considered. School integration in Rock Hill, South Carolina and the Wake County Public School System in North Carolina are both examined. The use of socioeconomic status (SES) as a way of measuring school integration is considered as is zoning for schools, detracking, and classroom diversity.

The article discusses why people should stop criticizing state-mandated standardized tests and how teaching for greater understanding would improve test results, not threaten them. According to the author, standardized tests provide valuable and counterintuitive insights into what U.S. students are not learning. He notes several myths that surround standardized tests including that they reward low-level coverage and presents an example to illustrate his point. Topics include an overview of a critical weakness in student understanding on tests, which is the ability to draw inference from what they are reading, reasons for poor performance in mathematics, and an in-depth analysis on ways to improve test results including changing attitudes regarding standardized tests.

The article discusses the significance of developing thinking skills on young children in the U.S. It states that the development of critical thinking skills begins early for the idea that young children can become thoughtful problem solvers if they are encouraged to plan and reflect on their actions. It suggests that teachers must be intentional in their practices and diligent about evaluating their effectiveness to promote thinking in children. There are several strategies that could help teachers such as provide opportunities to plan and reflect, wonder together with children, encourage children to elaborate on their ideas, ask children to solve problems and use encouragement not praise.

The article discusses the significance of debate on the development of critical thinking on students in the U.S. It states that debate teaches critical thinking and literacy, helps develop students' organizational and research skills, promotes self-confidence and empowers students by giving them a voice. The author presents the two fundamental debating skills such as making an argument which has three parts, assertion, reasoning and evidence, and refuting an argument. On the other hand, debate can help all students to become competent and fearless thinkers.

The article discusses the importance of teaching students on patriotism in the U.S. It states that teaching students regarding patriotism could prepare them to participate in future life by teaching them the skills of analysis and exploration, for political expression and independent thought. It describes two types of patriotism, the authoritarian patriotism which demands unquestioning loyalty to a centralized leader or leading group. On the other hand is the democratic patriotism which entails commitment not necessarily to government institutions but rather to the people, principles and values that underlie democracy.

The article discusses the significance of thinking as literacy in the U.S. It defines thinking as the ability to successfully explain and manipulate complex systems such as a set of interrelated ideas often represented in a human artifact. It points out that learning to think requires frequent, deliberate practice and students must work on both the process and the product of thinking which is being recognized as the profound relationship between thought and language. Moreover, the importance of practicing thinking as reading, thinking as speaking and listening, thinking as collaboration and thinking as writing in relation to a complex system would help students develop clear and accurate writing that reflects their thought.

Emphasizes the need to teach formal English writing skills to high school students in the United States. Difficulties experienced by teachers in teaching writing classes; Differences between researchers and teachers; Problems in English style and usage; Need for practical college courses in grammar, usage and composition; Need to encourage teachers to use drills in important linguistic operations.

The article discusses methods of mathematics education in the U.S. It explains that the countries with the highest test scores in math also have a conceptual and interdisciplinary approach to math instruction. The connection between reading comprehension and mathematics is explored, such as in the use of word problems. Examples of how to incorporate math education in realistic examples is also discussed, such as teaching about integers with the example of a checking account. The article explains the importance of cognitive science in mathematics education and suggests that math teachers incorporate other disciplines into their curriculum.

The article presents an interview with Edward Zigler, the first director of the U.S. Office of Child Development and one of the founders of the Head Start early childhood education program. Zigler discusses his experience as the son of immigrants during a time of economic depression and how that experience shaped his desire to help children. He explains that Head Start's goals and purposes must be clearer and he discusses positive and negative research findings on Head Start.

The article focuses on problem of changing schools in the mid session. It states that any changes of this sort are usually profoundly disturbing for students and present serious problems for teachers and school administrators. The author throws light on the study that focused on the statistic in a U.S. General Accounting Office regarding this problem. The study indicated that by the end of 3rd grade, one of six children in the United States had attended three or more schools. Students often changed schools more than once during the school year. According to the data, during a four-year period, the proportion of students who remain in school for the full year can fall below 50 percent in many schools. Moreover, these in-and-out mobility rates are unevenly distributed over the school population. Poor and minority students, the children of farm workers and of military personnel and homeless, immigrant, and foster children were found to be particularly prone to higher mobility rates.

The article presents seven specific assessment and grading practices that can enhance teaching and learning processes among teachers and students in the United States. Summative assessments summarize what students have learned at the conclusion of an instructional segment. The summative assessments clarify the targeted standards and benchmarks for teachers and learners. These assessments tend to be evaluative and teachers typically encapsulate and report assessment results as a score or a grade. Diagnostic assessments provide information to assist teacher planning and guide differentiated instruction. Diagnostic assessment is as important to teaching as a physical exam is to prescribing an appropriate medical regimen. Formative assessments occur concurrently with instruction. The performance assessment tasks yield evidence that reveals understanding. Teachers should set up realistic, authentic contexts for assessment that enable students to apply their learning thoughtfully and flexibly, thereby demonstrating their understanding of the content standards. The authentic performance tasks at the beginning of a new unit or course provides a meaningful learning goal for students. One of the assessment practice that supports learning involves presenting evaluative criteria and models of work that illustrate different levels of quality. Responsiveness in assessment is as important as it is in teaching. Teachers need to allow students to work to their strengths.

Deals with the success of the Rural Girls in Science Program at the University of Washington in Seattle, Washington State, which uses science to address local issues through long-term research projects. Source of funding for the program; Components of the research projects; Factors which contributed to the success of the program.

Presents a discussion on student tracking in BreadNet online teachers' network in Middlebury, Vermont. Benefits obtained from tracking; Challenge faced in teaching; Key to the success of tracking.

Deals with the benefits of tax-supported school voucher programs in the U.S. Factors that have led to the increasing numbers of African American parents who pursue alternatives to traditional public schools; Misconceptions on school choice programs; Overview of voucher programs; Significance of racial integration in education.

Provides information on the Los Angeles' Better Educated Students for Tomorrow after-school program in California. Growth of government spending on after-school programs in the United States; Three learning principles implemented by staff members of the after-school program; Effects of the program on the school attendance, attitudes and achievement of students.

The article analyzes whether school textbooks used in the United States meet fair minority group standards. According to the author, many textbooks used in the country's schools are unsatisfactory tools of learning for children in a pluralistic, democratic society. The author claims that a pattern seems to characterize most textbooks, this pattern being one of minimizing the role of minority groups in the development of American civilization and in the ongoing life of American contemporary society. The author discusses the actions taken by schools systems to ensure that their book adoption procedures give analytical attention to the fair treatment of minority groups.

Probes on the conflict between politician and reading researchers about the philosophy on how to teach reading in United States. Implication of the 1994 National Assessment of Education Progress report on the whole language philosophy; Importance of a teacher's role in the reading development of students; Advice to teachers on how to teach reading.

Focuses on the launch of Channel One by magazine entrepreneur Chris Whittle of Tennessee-based Whittle Communications in 1989 which is billed as a partnership between education and business. Actual business concerns of Whittle; Confirmation of initial suspicions concerning the program's depth and educational values on viewing any of the pilot programs; Arguments given by Whittle to reassure skeptical educators.

Discusses the vision to reform the educational system in schools in California. Establishment of vision to guide the movement; Participation of local leaders in the process; Integration of curriculum planning and staff development.

Features the Traveling School Program implemented in Santa Cruz, California. Details about the program; Improvement of learning and education through travel by students; Benefits and limitations of the program.

Discusses findings of research on latter effects of preschool programs for low-income minority children in the U.S. Performance on standardized tests; Impact of Project Follow Through; Keys to successful learning.

Examines key issues relevant to the Mentor Teacher Program implemented in several schools in California. Staff development; Factors affecting the appointment of mentors; Selection and implementation procedures for mentor teacher programs; Implications for the teaching profession.

Contends that critical thinking is necessary to education in society like the U.S. Year when the California adopted the concept of critical thinking in education; Importance of recognizing and highlighting a fundamental difference between two distinct conceptions of critical thinking skills; Strategy for implementing critical thinking in education.

Reports on the failure of several schools in New Jersey to meet state standards on competency programs in reading and mathematics in December 1980. Possible solutions in improving the competency of the schools; Groups and sectors responsible in improving the competency of schools; Factors which influence student learning.

Presents news items related to developments in the field of education in U.S., as of November 1979. Launch of an instructional program in marketing/merchandising by a public school in Virginia; Guidelines for improved inservice education; Pupil teacher ratio reported by the National Center for Educational Statistics; Analysis of school lunches by students of a biology class.

Discusses the relevance of aesthetics in the U.S. education system. History of arts education in the United States; Trends and theories in aesthetic education in the United States; Rationale behind the U.S. aesthetic education; Recommendation for aesthetics in the U.S. education system.

Reports on news and developments concerning education in the United States. Provisions under the Maryland Age of Majority Law; Findings of a study about sex discrimination in the public schools of Iowa in programs of physical education and interscholastic athletics; Options available to fulfill graduation requirements in Prince George's County, Maryland.

Describes the development of a personalized competency-based doctoral program for curriculum leaders. Basis of further study and experiences; Definition utilized by the faculty; Features of the program.

The article presents news concerning education in the United States as of May 1974. Jerold R. Zacharias is directing a project for the Education Development Center under a grant from the Office of Education to develop a series of television lessons on mathematical topics to children in the context of realistic human activities. A report by the National Commission on the Reform of Secondary Education has called for the elimination of compulsory education beyond the age of 14. An issue of the periodical "Bulletin of the Council for Basic Education," has criticized the recommendations in the report of the National Commission on the Reform of Secondary Education.

The article discusses the issues covered by the concept of student rights in the United States. The authors assert that it is both the right and the responsibility of young people, as citizens and students, to study and engage in progressive social action as part of their education. The authors' interpretation of student rights and responsibilities is based on two propositions fundamental to revolutionary dialectical materialism. The first proposition is a belief in the unity of theory and practice, of knowing and doing, and the second is that resolution of dichotomies related to student rights necessarily entails progressive action.

The article features the author's hallucination of a military-industrial conspiracy to capture control of education in America. The author imagines that state legislatures are imposing an industrial cost accounting system on the schools of their states. He thinks government agencies are pressuring school administrators to regiment teachers and pupils so that time, space, movement, deployment of staff, allocation of materials, decision-making procedures, and authority all take on a precision characteristic of a military manual or a Ford production schedule. The author imagines reading technological treatises which offer feasibility studies for the replacement of human teachers with computers and technology.

The article presents news and developments regarding education in the United States. The recent studies from the International Association for the Evaluation of Educational Achievement (IEA) which has been reported by the National Assessment of Educational Progress (NAEP) reveals that 14-year-old U. S. pupils were ranked third among 15 developed nations in reading comprehension of which African American pupils scored from 15 to 19 percentage points below the national level. A conference addressing the issue of militant student groups exercising influence over academic decision has been held by the Council on the University Emergency in Venice, Italy last fall of 1974.

The article offers news briefs regarding the reinvention of the core curriculum being undertaken in U.S. educational system. A two-day conference with the theme "The Philosophy of Curriculum" has been conducted at Rockefeller University. Two voluntary alternative schools in Berkeley, California have been closed due to allegations that these schools are discriminatory and threatened to withhold funds. The Board of Education of the Denver Public Schools has authorized 175,000 dollars as funding for schools that suggest innovative programs.