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Teachers' efforts are shaped by, among other things, the expectations they bring to class concerning children, their parents, and whole communities. This is an impassioned plea to look beyond the clichés and received wisdom about children of color and children in poverty, and to awaken to the brilliance they can bring to school. [ABSTRACT FROM AUTHOR]

The article discusses the aspects to consider when teaching in and for democracy. The democratic injunction has big implications for curriculum and teaching as it entails teaching students on how to think for themselves in a democracy, to make judgments based on evidence and argument, and to develop minds of their own. The author says that educators, students, and citizens should press for an education worthy of a democracy. He emphasizes that children and youth in a democracy are led by caring teachers.

The author focuses on democracy and education. He asserts that despite living in a democracy where people believe in the value of every human being, attention is directed towards schools and not on the production of fully developed citizens who can participate in the society. He notes that education tends to be regarded as a commodity under which schools are businesses, teachers are workers and students are products. He adds that democratic teaching pushes students to develop the skills needed to name the world for themselves.

Schools are always contested spaces, places where our assumptions about and hopes for humanity are worked out on the ground. Early childhood education is not immune from the struggles over what it means to be human and what the dimensions of a good society are or should be. This article offers an argument for early childhood to take up the challenge. [ABSTRACT FROM AUTHOR]

The article presents the authors views on the educational standards in the U.S. Whether one announces the standards or not--whether one thunder in favor or bellow in opposition--standards are everywhere apparent, always available, and intuitively grasped by the young. The standards debate has been center stage in the school wars for almost 2 decades--long enough for old soldiers to retire and die, for new recruits and fresh reinforcements to be mustered to enter the field. Standardization turns teachers and parents into the local instruments of externally imposed expert judgments.

Background: Although the relations among prematriculation, matriculation, and residency assessments have been studied, measures pertaining to clinical skills have rarely been incorporated in any analyses. Purpose: The purpose of this article was to investigate the relations between scores obtained on the Educational Commission for Foreign Medical Graduates Clinical Skills Assessment (CSA) prototype and aptitude-ability measures designed to select medical students, to assess medical students while in medical school, and to evaluate physicians in postgraduate training programs. The sample included 122 4th-year medical students. Methods: Relations among scores were summarized with correlation coefficients. Analysis of variance was used to compare CSA scores by departmental grades. Results: Significant correlations (p <> . [ABSTRACT FROM AUTHOR]

Deals with curriculum thought and practice. Kinds of questions that concern critical theorists; Education's goal of empowering people; Absence of a proper way to ground curriculum thought in school practice.

Presents information on the ethnographic inquiry into the life-situations of a ten year old African-American boys in an inner city school. Observation on the third-grade boys, Carl, Eric and Kareem; Research literature and social science inquiry; Problems of qualitative inquiry; Implications of the study.

The article presents an obituary for educator and writer Ann Lynn Lopez Schubert.