Outlines debriefing strategies to help students organize, compare, classify, evaluate, summarize, or analyze an experience and determine its meaning. Discusses several possible activities leading to increased understanding, including writing logs, diaries, or summaries, naming themes, imagining alternatives, evaluating, role-playing, drawing,…

Emphasizing the linguistic nature of instruction and the importance of labeling, this article identifies seven starting points for creating a classroom language of cognition: (1) using precise vocabulary; (2) posing critical questions; (3) providing data, not solutions; (4) giving directions; (5) probing for specificity; (6) modeling metacognitive…

In this interview, teaching models are rejected for their formulaic, inflexible approach to inculcating cognitive skills. Instead, teachers need to understand the logic of their subject matter and should master a set of pedagogical skills to use as necessary. Includes one reference. (MLH)

Synthesizes the conclusions drawn from a literature review on principles for motivating students to learn. Outlines numerous pointers for creating essential learning preconditions and for motivating, including maintaining high expectations, supplying extrinsic incentives, and capitalizing on students' intrinsic motivation. Provides strategies for…

American culture attributes success and failure to four factors (native ability, effort, task difficulty, and luck) existing on three continuums (locus, stability, and controllability). This article applies attribution theory to students' beliefs concerning their present and future academic performance and explores implications for both students…

Rejects phonics or any other reading method as "best" for every child. Summarizes major conclusions of reading styles research, outlines five reading style stimuli, offers tips for increasing reading achievement and enjoyment, and presents research results from five pilot school districts. Matching instruction to individual reading styles is…

The video camera can help build communities of teachers who continuously engage in studying their craft. Videotaped classroom sessions, accompanied by peer coaching, enable teachers to direct and manage their own professional growth. Includes two references. (MLH)

Analyzes three characteristics of American public culture that help explain our civic quietism: (1) lack of meaningful information for making informed decisions; (2) lack of democratic rights in the workplace; and (3) lack of a cooperative social vision. American schools as presently organized provide few opportunities for learning and…

Although not reknown for democratic organization, schools must provide experiences that teach what Alexis de Tocqueville called the "habits of the heart," or the sensibilities of democratic responsibility. Citizenship education must engage students in activities demanding both high self-regard and recognition of each person's interdependency with…

Via an imaginary job interview between John Dewey and a curriculum administrator seeking an ideal citizenship education coordinator, this article defines good citizenship as steadfast pursuit of the public interest, not the interests of power wielders fostering uncritical patriotism. Curricula should encourage student responsibility and focus on…

Provides an annotated list of organizations offering materials related to citizenship education, including Citizenship Development for a Global Age, the Constitutional Rights Foundation, Educators for Social Responsibility, and several others. Educators are also advised to contact social studies specialists at their state education agencies for…

Admonishes would-be flag-wavers to commemorate the U.S. bicentennial year more quietly by honoring the struggle and sacrifice that has triumphed over a flawed Constitution guaranteeing liberty, justice, and equality to all, but originally allowing slavery. Champions the emergence of new constitutional principles and views the Constitution as a…

U.S. educational systems and schools are now organized primarily for student custody and administrative convenience. This article describes how to redesign schools to achieve better educational results by focusing on an outcomes-based paradigm, illustrated by the High Success program being tried in various high schools. Includes four figures and…

Three high schol teachers in Tempe, Arizona, have improved students' speaking and writing proficiency by applying the principles of outcome-based education to their ninth grade English classes. These teachers abolished "D" grades, clearly defined expectations and offered expanded opportunities to master material. (MLH)

Describes a "high success," outcome-based education program at a Phoenix, Arizona, high school. Teachers there defined intended course outcomes, aligned tests and performance criteria, provided students with second chances and extra time to learn material, and raised expectations for the minimum acceptable performance. (MLH)