This essay offers suggestions for faculty who are designing study abroad (SA) experiences by outlining a three-week Maymester study abroad to Reggio Emilia, Italy, and a semester-long study abroad to Brussels, Belgium. The authors reflect on commonalities in planning, recruiting, preparing students, and conducting each trip, as well as some of the…

Implications from research on teaching in the elementary grades indicate that teachers do make a difference in student learning, that a variety of teaching behaviors is needed for different teaching situations, and that behavior patterns, rather than isolated skills, should be defined for competency-based teacher education and teacher evaluation.…

Discusses teacher tenure through the following elements: common school tenure and university tenure, tenure and due process, teacher evaluation, rights of the teacher, due process for the probationary teacher, tenureless systems, and changes in tenure systems. (CT)

Sets forth a theory of social development (represented by Maslow), a theory of moral development (represented by Kohlberg), and then synthesizes these theories to develop a set of student needs and teaching techniques for each stage of social and moral development. (CT)

Describes several administrative-community alternatives for governing metropolitan schools: (1) administrative decentralization, (2) community participation, and (3) community control. (CT)

Examines educational tasks in general computing, including computer-assisted instruction, computer-managed instruction, word processing, secretarial and business applications, time sharing, and networking to larger computers. (CT)

Outlines the rudiments of formal logic in a manner comprehensible by preschoolers and early elementary schoolchildren. Includes suggestions as to how the teacher might teach basic logical principles through children's literature and by capitalizing on children's spontaneous responses whenever possible. (CT)

The author attempts to dispel some traditional myths and makes some suggestions for all educators to contemplate concerning mainstreaming. He examines the evolution of the special education concept, objections to mainstreaming, and strategies to aid the mainstreaming process--for instance, parent involvement and needs assessment. (CT)

Parallels between the abusive parent and the abusive teacher are drawn, demonstrating problem areas that need to be determined in order to stop the abusive behavior. Problems include parent being abused as a child, failure to understand the child, society's attitude toward abuse, environmental stress, and lack of positive role models. (CT)

Considers some specific ways in which educators may become involved in primary prevention of child abuse and neglect. Short-term activities such as awareness and referral, parent education, and prevention programs are suggested, as well as long-term activities such as family life education and curriculum specifically aimed at the problem. (CT)

Presents a brief model of how teacher education theory and classroom practice can be integrated into early childhood education. Major theoretical perspectives on child learning are discussed; then, the strategies and teacher behaviors that are consistent with these perspectives are considered. Colleges of education curricula are also discussed.…

The 3 Rs approach to moral education translates Durkheim's elements of morality (discipline, group attachment, autonomy) into a framework for schools. School rules, reason, and role models should be implemented in an atmosphere of participatory democracy, respect, reflective thinking, cooperative learning, and parental support. (SK)