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The article presents discussion on preventing academic dishonesty through ghostwriting, reprinted from the February/March 2014 issue of "The Journal of Adventist Education." Details are given introducing the kinds of services ghostwriters provide and their common clients. The ethical problems inherent in these practices are outlined. Advice is then given for teachers to prevent their use through better knowing students' abilities and increasing accountability in the drafting process.

Presents a condensed version of Marybelle C. Keim's `Creative Alternatives to the Term Paper,' from `College Teaching.' Advice; Various types of papers; Student presentation; More.

The article discusses initiatives of U.S. schools meant to positively impact the environment. Topics discussed include the use of educational technology to cut down on paper use, the recycling efforts of schools, and water efficiency tips for school bathrooms. The use of solar panels and solar energy by schools is also mentioned.

Describes the author's experience of having a class of at-risk students launch a school newspaper. Project Bridge, an alternative class intended to increase students' employability and practical living skills; Negative and positive reactions to the first edition; Work of students who were in special education for learning and emotional difficulties.

The article discusses how during the first year of school, students can start preparing for life after graduation. It mentions that in order to mark Kindergarten College-Ready Day, students make construction paper mortar boards and march in mock graduation ceremonies. It also mentions views of Monica DellaMea, executive director of the Office of Early Learning in the West Virginia Department of Education, on educational programs.

The article offers suggestions for teachers or veteran teachers. Topics include need to decorate rooms and the halls with student work, standing at the door to greet students, use of technology, need to review student data spreadsheets and read their writing, providing feedback, asking questions, and communicating with parents.

The article focuses on the need to encourage practice of digital citizenship in areas of education in the U.S. It highlights benefits of teaching digital citizenship to young people as it promotes positive communication and relationship to grow through social media connections. It also mentions need for students to understand use of personal technology to enhance their learning experience leading to self-empowerment.

The article discusses the means for schools to reach full digitization in the classroom using learning management systems (LMS). Topics mentioned include the need for schools to prioritize integration and support for common tasks when selecting an LMS, provision of additional training for teachers to feel comfortable using an LMS as a primary means of communication, and use of an LMS that supports online document and textbook viewing.

The article focuses on several aspects of fostering challenging learning experiences among students. Topics discussed include introducing Lev Vygotsky's concept of Zone of Proximal Development (ZPD); teaching students how to recognize and use resources like manipulatives including blocks, beans and counting bears; and time management tools like clock, individual agenda, timer and sand jar.

The article offers suggestions for teachers to bring social-emotional learning (SEL) lesson on stress alive in class such as offering stress balls and beanie babies to students. Topics discussed include writing as much as on a sticky note explaining distress; inclusion of an exercise mat, jump rope, and even some Legos for small muscle movement; and adding yoga in their routine.

The article focuses on the use of research papers as an educational tool. The author uses the example of Shirley Jackson's short story "The Lottery," to draw a parallel to the reasoning behind assigning research papers. The author suggests that teachers assign research papers because they always have, but that students must learn to express their ideas without using the words or ideas of critics, experts, or other researchers. The author draws the same parallel with the Robert Frost poem "Mending Wall."

Describes an experience of a teacher regarding assigning research papers to students. Factor which marked the complete disenchantment of the teacher to the research paper; Argument taken against the research paper; Circumstances in which the teacher would still assign research.

Highlights the case of Chip, a college student who submitted a plagiarized essay from the Internet. Papers usually submitted by students a few minutes before a deadline; Characteristic of the majority of papers plagiarized from the Internet; Technique used by high-school English teacher Jane before selecting an item for required reading.

Focuses on the need for assigning research papers to students. Purpose of the research papers; Question to be asked before assigning research papers; Overview of a story about a research assignment.

An excerpt from an article by Nancy Mann Jackson in the March 12, 2018 issue of "District Administration" is presented, which discusses teacher absences in various schools in the U.S.

This article emphasizes the importance of revision in writing compositions. According to research, professional writers spend 25% of their time revising manuscripts, yet secondary school students devote less than 1% to editing and revising. Students need to learn techniques for editing papers so that what they finally submit is not equivalent to a first draft. The general accepted format for composition is selecting and narrowing a meaningful topic, preparing a thesis, organizing the main points, writing the paper, and finally, a teacher evaluating and marking the paper with a letter grade, In this last matter, however, students are unaware of, or do not understand teachers' evaluative criteria. In any case, they place scant emphasis on revision either before or after grading, and, consequently, do not come to value this important aspect of composition. Nevertheless, revision is critical in improving writing even though there seems to be no evidence to support one revision process over another. Teachers need to help students evaluate and revise their own work as objectively as possible. Students can evaluate and critique their own writing through the following ways: underlining the thesis sentences of their composition; asking students to write in class so teachers can help them in the process; giving a list of questions to guide the students when they are editing.

The article discusses problem with measuring effects of delinquent peers in education. Topics include concern of parents on quality of schools, questions about the school's academic performance or safety, concern of educators about the impact of peers, and how disruptive students can harm the learning environment and monopolize the teacher's attention.

The article focuses on the importance of notetaking and offers tips to help students improve it by enhancing their cognitive learning skills. Tips discussed include a variety of techniques such as use of diagrams and symbols for notemaking to accurately process a certain amount of information, use of technology tools which provide collaborative features, and need to work strategically to make notes. It suggests students understanding and experiencing the process of notetaking.

The article discuses the student achievement results of mixed-income schools in the U.S. Gerald Grant, author of the book "Hope and Despair in the American City: Why There Are No Bad Schools in Raleigh" compares the schools in Syracuse, New York and Raleigh, South Carolina and believes that the conditions of the schools in Syracuse result from misguided public policy. Professor Pauline Lipman wrote in her paper "Mixed-Income Schools and Housing: Advancing the Neoliberal Urban Agenda" in the March 2008 issue of the "Journal of Education Policy" that the mixed-income polices will not reduce education and housing inequality.

The article presents a reprint of an August 2009 white paper on School Resource Officers (SRO) in kindergarten through grade 12 schools by Catherine Y. Kim and India Geronimo from the American Civil Liberties Union. The article discusses several areas of concern such as training and support for SRO programs. The need to distinguish between disciplinary misconduct and criminal offenses, respecting students' rights, and the SRO's role in a school's educational mission are discussed.

An excerpt from the article "History Day Program," by Nancy Norris-Bauer in the April 2015 issue of the journal "New Jersey Education Association (NJEA) Review" which discussed the National History Day (NHD) program, performance-based learning, and public-speaking skills of students.

The article presents an argument for the credibility of online knowledge community resource information, such as that presented on Wikipedia. As she did in her previous article by the same name, printed in the March 23, 2007 issue of the "Chronicle of Higher Education," the author refers to the Middlebury College history department's unwillingness to accept Wikipedia as a "credible scholarly" source for reference papers. She explains that errors occur in most publications, and that Wikipedia and its like have the advantage of being able to fix reported errors in a timely manner. She suggests teaching the practice of research in the digital age and encouraging learning and knowledge communities. She notes that Middlebury College has held open debates on the topic.

Features the papers presented during the Options for Kids in Failing Schools, a conference about the U.S. No Child Left Behind Act (NCLB). Survey of states implementing the intra-district choice of school and supplemental services; National study on the implementation of the NCLB by the Center on Education Policy; Educational and technical issues concerning an NCLB provision about English-language learners identified in a brief by Jamal Abedi and Ron Dietel.

Comments on issues concerning schools in the U.S. Misconception underlying the pop-can tabs recycling program; Implications of the information explosion and computer technology for schools; Key reason behind the threat facing traditional, paper-based libraries.

Discusses the reauthorization of federal K-12 education programs in the U.S. Information on papers commissioned by the Thomas Fordham Foundation on several issues concerning the reauthorization of the programs; Details of an approach to school reform proposed by Educational Testing Service; Stance of the National Commission on Service Learning on the issue.

Focuses on the 10-year Boston University/Chelsea Partnership, which was initiated in 1989. Discussion of the partnership's ability to survive political and financial instability in the first four years of the program; Expansion of the early childhood program; The Chelsea High School health clinic; The paper `The Boston University/Chelsea Partnership: Second Report to the Legislature'; More.

Presents a reprint of an oral history research paper by one of the author's students about a Czechoslovakian holocaust survivor named Alex Erhmann. Details of the assignment; Story of Alex Erhmann; His family's relocation to a Jewish ghetto; Experience in a concentration camp with his brother; Quotes from Erhmann about his experience.

This article examines evidence that the phonics-first approach to teaching reading is not the best or the only way to combat illiteracy in U.S. schools. There is a debate over whether phonics should be taught and tested in isolation, as a prelude to reading interesting texts, the phonics-first view, or whether phonics strategies should be developed more gradually, in the context of reading and writing materials that interest students. This debate has been fueled by a U.S. Senate Republican Policy Committee document entitled Illiteracy: An Incurable Disease or Education Malpractice?, which suggests that the cure for illiteracy is the restoration of the instructional practice of intensive, systematic phonics in every primary school in the U.S. This paper cites the summary of a Marilyn J. Adams study, Beginning to Read: Thinking and Learning About Print, released by the Center for the Study of Reading supported by the U.S. Department of Education's Office of Educational Research and Improvement. The absurdities and falsehoods of the U.S. Republican committee's alleged study might seem laughable it had not been distributed to governor and state legislators as well as members of the business community and educators.

This article discusses the impact of the disclosure that Martin Luther King Jr. plagiarized substantial portions of his doctoral dissertation and other student papers. In a report published in The Wall Street Journals, scholars have discovered that King had apparently included, without sufficient attribution, many passages from other authors in his dissertation. Clayborne Carson, historian and director of the Martin Luther King Jr. confirmed the report. Because of the committed plagiarism, John Shelton, a sociology professor at the University of North Carolina, urged Boston University to revoke the doctoral degree of King. In the December 1990 issue of the journal Chronicles, editor Theodore Pappas reprints six lengthy passages from King's dissertation that matches passages in a thesis of Jack S. Boozer nearly word for word. Pappas believes that the scholarly community dragged its feet on disseminating the plagiarism evidence because it runs counter to the official position on King. According to Carson, the evidence of plagiarism will probably tarnish the reputation of King in some quarters. However, Carson said that despite the discomfort caused by the discovery of the evidence of plagiarism, it increases the understanding of people of how a flawed individual does remarkable things.

This article presents a letter from an Indian father concerning his five-year old Indian child, named Wind-Wolf, who has been labeled a slow learner by his teacher in the U.S. Wind-Wolf is not culturally disadvantaged but he is culturally different. He may have trouble writing his name on a piece of paper, but he knows how to say it in many other thins in several different Indian languages. He is not fluent yet because he is only five and required by law to attend the educational system and learn the language, values, and the ways of thinking, and the methods of teaching and learning in the U.S. Various influences make him somewhat shy and quiet and perhaps slow. But if Wind-Wolf was not prepared for the U.S. culture, neither the U.S. society is appreciative of his. Wind-Wolf is not really a typical little Indian kid after all. he stems from a long line of hereditary chiefs, medicine men and women and ceremonial leaders whose accomplishments and unique forms of knowledge are still being studied and recorded in contemporary books. Wind-Wolf is coming into a different society and environment with something special to share. So it is important to give this child the change to share his knowledge, heritage, and culture.

Reports that the Uniform Resource Locators (URL) of World Wide Web addresses cited in student term papers are incorrect or refer to documents that no longer exist. Duration wherein the URL reference cited in a term paper has a chance of no longer existing; Decrease in book references; Increase in Web citations.

Reports on the survey of students' alcohol problem conducted by the Westport, Massachusetts-based Westport High School's newspaper, the 'Villager.' Part of the mission statement of the 'Villager'; Reason the paper went on to win national recognition in only its third year of advising.

The article highlights the ideas of John Dewey, an American philosopher, psychologist, and educational reformer to altered the education of children. It mentions that John Dewey had arrived to chair the philosophy and pedagogy department also on a changing America needed different schools; and presents his focus towards the growth of cities, children handled animals, crops, and tools.

This article discusses some strategies for encouraging students to participate in their own education. Creating full student participation requires time and patience, especially when the teacher's socioeconomic, ethnic or cultural background is different from the student. Effective teachers agree that it is their responsibility to break though minority students' skepticism and distrust. Assuming this task requires patience and persistence, but the payoff is tremendous. The reward is greater openness and participation for minority students. Coaches know that the key to filling a team with talented players is recruiting. One coach said the most powerful recruitment technique is using peer recruiters. This attract students from all groups, not just one clique. Similarly, an advisor for a high school newspaper explained that recruiting a broad spectrum of students to work on the paper requires more than one teacher's personal network of students. Teachers' personal contacts with students work, but on a small scale. Getting a diverse group of students to participate requires cooperation from everyone. A teacher's goal should be to get everyone involved, especially students who lack confidence. It is important to make participation attractive.

The article offers information on the elite high schools like Stuyvesant and Boston Latin provide best preparation for college. It mentions that Chicago study found students benefited from going to a non-selective school with high test scores and graduation rates rather than a school with very poor results. It also mentions that advantage of selective schools is that they provide a more desirable school environment.

The article informs that caring and social support help students successfully tackle the challenges they face. It mentions that emotional support from teachers can promote students' self-esteem and help combat negative outcomes such as depression. It also mentions that appraisal support from teachers can build students' confidence and grow their ambitions.

The article informs that group of people fighting to keep a school open and to see it reflect their vision for their community and their children's education. It mentions that Chicago Public Schools introduced plans to convert Dr. Martin Luther King Jr. High School into a college preparatory school with a selective admissions system based on test scores and grades rather than open enrollment.

The article focuses on the strategies used by teachers for teaching English language learners (ELLs).

The article reports that Success Academy chief executive officer (CEO) Eva Moskowitz stood before a group of parents inside the network's first high school, trying to regain their trust. It mentions views of Lynn Strong, an English teacher who quit at the end of the school year, on chaos and inconsistency faced in the school.

The article focuses on the risk related to pushing pre-k teachers in getting college degree. It focuses on the idea of universal, publicly funded pre-K, and signs indicating more strict professional requirements. According to the College Board, the average cost of tuition and fees at public colleges rose to 10,000 dollars annually.