Research indicates that gender influences how children learn. Those findings do not necessarily mean that boys learn one way and girls another. Still, there are significant differences with respect to gender and how our brains develop. Researchers have found that no single area of development influences those gender differences: rather, a…

In this article, the author relates her difficult experiences as a novice teacher when she started teaching bilingual third-graders in Spanish at Spangler Elementary School in 2002. She relates that her teaching strategy of balancing rigor and sweetness had its rewards as her students' rate of reading proficiency on the Colorado Student Assessment…

A teacher reflects on a child of low achievement by school standards who had a talent for learning to live and a school janitor whose master curriculum was manifested in a faithful way of life. (SK)

Addresses the role of speech language pathologists in schools, the settings in which they work, and the ways in which they can work together with teachers to serve children's needs. (SK)

Interviews with 18 elementary teachers in low-income urban schools and 11 in middle-class suburban schools revealed the following: (1) most described cultural differences as deficits and had low expectations of students; (2) most had a low sense of teaching efficacy; and (3) teachers of color did not have higher expectations or teaching efficacy…

Describes manifestations and diagnosis of Asperger Syndrome (AS). Outlines areas to be addressed in planning educational programs for children with AS: learning style, behavioral patterns, learning strategies, environmental predictability, and behavior-emotion regulation. (Contains 25 references.) (SK)

A study examined whether beginning and prospective secondary school teachers benefitted from working with elementary students enrolled in an after-school literacy program. Most said the program benefitted both children and teachers; more collaboration between secondary and elementary teachers would be desirable. (Contains 20 references.) (JOW)

A rural elementary teacher describes how much she relied on the mentoring of older teachers. (JOW)

Describes how an elementary principal dealt with her role of supervising and evaluating the teachers in her school. (JOW)

In a Canadian project, elementary teachers and professional artists collaborated to integrate artists' work into the curriculum. Teachers had opportunities to share ideas and concerns in learning communities and to develop leadership skills for arts education. (SK)

Parents of academically gifted children expect schools will identify children's talents, play a significant role in talent development, and support excellence and achievement. However, gifted programs either do not exist, are minimal, do not allow for progress, or are insufficient to meet the needs of these children. (SK)

Recorded conversations of seven pairs of children and parents from a kindergarten and seven from a school for the gifted were recorded and analyzed. Dramatically different discourse patterns were found. The gifted group's interactions better reflected the style of classroom discourse. (SK)

Offers basic guidelines to deal with student discipline. Suggests that everyone connected with the school and district must develop and enforce strategies designed to magnify learning and behavioral expectations and to redirect students unable or unwilling to participate in the activities of education. (JOW)

Collaboration between an elementary school and a professional development school evolved as a community of teacher learners and leaders. Facilitating factors were similar educational philosophy, timing, administrative support, and mutual respect. Inhibitors included the attempt to break new ground within traditional structures, time, distance, and…

Interviews with 23 disadvantaged elementary students who achieved school success indicates the following: they have the will to achieve and significant connections with caring adults, especially parents; success appeared fragile and needed care and attention; and they felt that low achievers lacked willpower or parental support. (SK)