Discusses six traditional instructional assumptions and practices that impede the creation of a caring classroom environment: blaming the students, keeping control of the classroom, missing the systemic factors, ignoring problems with the curriculum, settling for self-discipline, and manipulating with "positive reinforcement." (Contains 12…

Discusses research-based approaches for strengthening students' sense of community in school: Actively cultivate respectful, supportive relationships among students, teachers, and parents; emphasize common purposes and ideals; provide regular opportunities for service and cooperation; provide developmentally appropriate opportunities for autonomy…

Discusses the importance of symbols, rituals, events, stories, and ceremonies in defining and sustaining a school's core educational values. Provides school-based examples. (PKP)

Describes the results of an intensive study of Chicago elementary schools on how relational trust among teachers, students, parents, and principals influences school-reform efforts. Relational trust is grounded in respect, personal regard, competence in core role responsibilities, and personal integrity. Describes the benefits of relational trust…

After describing social-emotional learning, provides a framework for implementing an effective program that includes, for example, building connections between students and their schools, involving families and communities as partners. Describes three exemplary social and emotional learning programs for grades K-6: Caring School Community,…

Describes the aims, benefits, and challenges of service-learning programs in public schools. (PKP)

Describes the Retired and Seniors Volunteer Program, which pairs older adults with students to read books over 2 5-week cycles. Discusses benefits to both the students and the older adults. (10 references)

Describes what students perceive as caring. Reports results of 6-month observation of how 6 teachers' use of power in the treatment of their students. Finds that when teachers disciplined their students with respect they communicated genuine caring for their students, which students reciprocated with respect for the teachers. (PKP)

Describes how to use student-led class meetings to motivate student interest, class participation, responsibility. Includes how the practice works, steps in preparing for student-led meetings, and what teachers need to do to sustain their effectiveness. Also lists several community-building activities such as letters to students, before-school…

Describes how a California charter middle school fosters student personal and social responsibility. (PKP)

Describes design features of group learning activities. Includes providing open-ended tasks, multiple ways to demonstrate competence, discipline-based content, creative and supportive interdependence and individual accountability, and clear evaluation criteria. (Contains 11 references.) (PKP)

Describes attributes and practices of caring principals. Includes balancing conflicting demands, shielding the school from outside pressures, promoting rigor, and maintaining a caring mind-set. (PKP)

Describes the prevalence of in-school substance use, why students use substances in school, and the effects of in-school substance use. Suggests preventive action on two fronts: Identify and respond to alienated students and limit the opportunity for substance use through increased student monitoring and intervention. (Contains 23 references.)…

Reviews selected research on efforts to promote racial and ethnic tolerance through the adoption of certain school and classroom practices and improved preservice and inservice teacher-training activities. (PKP)

Describes common characteristics of two innovative models of student mental-health consultation programs: One, organized by two Harvard Medical School psychiatrists, operates in two Boston-area inner-city charter schools; the other, Responsive Advocacy for Life and Learning (RALLY), launched by a Harvard Medical School developmental psychologist,…