Because both whole language and traditional skill-based instruction have strengths, educators should use a combined approach that includes direct instruction in phonics and reading comprehension skills along with whole language instruction. (Author/TE)

In a response to the previous article by Carla Heymsfield, it is argued that whole language, as a coherent philosophy of language instruction, does not need to be "patched" with skills instruction, and that direct instruction cannot be reconciled with natural learning. (TE)

The effectiveness claims for Assertive Discipline made by Lee Canter and other advocates are not supported by the limited research that has been conducted in the program's 12 years of existence. (Author/TE)

In a response to the previous article questioning the effectiveness of Assertive Discipline, it is maintained that the decision to implement a program should be based on many factors in addition to research, and that from a practitioner's standpoint, Assertive Discipline works. (Author/TE)

Five criteria useful in evaluating any discipline model will help evaluators make sense of a complex issue. Discipline policies should be philosophically sound, pedagogically defensible, psychologically appropriate, pragmatically feasible, and professionally evaluated. (TE)

An effective discipline plan must emphasize respect and responsibility while addressing behavior problems. Assertive Discipline essentially tells students, "Behave or else!" (TE)

We are now accumulating the knowledge base necessary for teaching to become a true profession, and we have the possibility within reach to work together to attain that stature. This editorial essay previews the articles that focus on this theme in this issue of "Educational Leadership." (TE)

Efforts to professionalize teaching in recent years have contrasted sharply with regulatory initiatives that deprofessionalize the occupation and the act of teaching. Choices made now between better regulations and better teachers will determine the shape of education in years to come. (TE)

Foremost policy watcher at the Center for the Study of Teaching, Linda Darling-Hammond analyzes the effects of state and district policies on teachers in classrooms, favors full partnership for teachers in decision-making, and points out the importance of the knowledge base for the professionalization of teaching. (TE)

Still hard at work, the Holmes Group is forming networks across the nation, framing a common discourse, and pursuing a new vision of teaching through school-university collaboration and professional development. (Author/TE)

By collaborating with local school districts, Pacific University in Forest Grove, Oregon, provides its education students with expanded opportunities. (Author/TE)

The Jefferson School District in Daly City, California, uses a systematic procedure for selecting and pairing master teachers and novices. (Author/TE)

Students at Walton High School in the Bronx, New York, can enroll in a preteaching academy to study and experience the role of the teacher. (Author/TE)

The Jefferson County (Kentucky) Public Schools have a long-term plan for "inventing" schools that will offer excellent programs for students, induct new faculty members, and serve as "exemplars of practice." (Author/TE)

A solid blend of theory and practice, an effective training system, and continuing support for new teachers are essential elements of teacher preparation, whether it is provided by a university, a district, or a partnership of the two. (Author/TE)