Briefly reviews research on ability grouping and points out effects of such grouping on student achievement, self-concepts, and attitudes. Suggests ways in which educators can make significant differences with learners by implementing effective organizational practices as alternatives to ability grouping. (BB)

The contribution of American teachers needs to be recognized and reaffirmed. A federally funded teacher enrichment program that offers fellowships, summer institutes, recruitment opportunities and scholarships for those working with at-risk students is suggested. (DG)

The annual theme issue of Childhood Education is dedicated to recognizing the achievements of teachers of the year. Teachers of the year describe their methods, beliefs, and concerns in personal statements. (DG)

In this statement by the 1986 teacher of the tear of Kirkwood, Missouri, it is maintained that there is no more important characteristic for teachers to possess than autonomy. It is recommended that politicians, parents, teacher educators, and educational consultants create the conditions and climate necessary for teachers to act autonomously. (DG)

The 1987 teacher of the year from Wisconsin describes ways in which he implements the writing process among third and fourth graders. Sometimes using his own writing as a model, he shares the processes of brainstorming, drafting, revising, and publication with the students. (DG)

The 1987 Nebraska teacher of the year expresses the intrinsic rewards of teaching elementary students using the examples of four children who have helped to shape his love for teaching. (DG)

An interview with the 1989 Tennessee teacher of the year describes her career, including her work as a home visitor for Head Start and a kindergarten teacher in public schools. Her experience emphasizes the importance of making basic skills developmentally meaningful through creative teaching. (DG)

The 1989 New York teacher of the year explains her philosophy of teaching and the importance of having such a philosophy in the teaching profession. (DG)

Five teachers of the year answered a questionnaire about their views and beliefs. Teachers answered questions about the process of relating the classroom to the real world, professional growth and educational leadership, changes in the curriculum, and the rewards of teaching. (DG)

In this interview with a Florida kindergarten teacher, the whole language philosophy is used to help elementary students learn skills through ongoing reading and writing activities. Thematic units are used to encourage teacher facilitation and peer teaching. (DG)

This brief history of the development of alphabet books includes a list of alphabet books for elementary and middle school children. A strategy for the use of these books in class involves these steps: choose books; set a purpose; introduce books; read them; describe them; compare and contrast them; evaluate them; and compose your own books. (DG)

The ecological issues of pollution, overpopulation, and conservation can be explained in the classroom through the use of creative play, problem solving, and discovery methods among groups of young children. Activities for teaching the topics of air, water, land, and noise pollution; overpopulation; and conservation are suggested. (DG)

Identifies developmental literacy characteristics of 3 age groups: 18-36 months, 4-5 years, and 6-8 years. Provides lists of developmentally appropriate books in Spanish. These include bibliographies and summaries meant to assist the teacher in promoting cultural diversity among students. (DG)

Gifted children have been neglected by educators even though there is increasing research about the most productive means for educating these children. Acceleration and support pullout groups are not enough. Gifted children need educators sensitive to their physical, intellectual, emotional, and social conditions. Challenging curriculums and…

The relationship between teachers' thinking and beliefs and practice is attracting increasing research attention. Teacher judgments that are directly influenced by knowledge and beliefs influence classroom instruction and professional development. Continued research on teacher thinking and beliefs is needed. (DG)