Outcomes of peer coaching in two Ann Arbor, Michigan, schools show that the 41 teachers became comfortable with the process and found it useful in improving collegiality, experimentation, and student learning. (MLF)

The Keystone Project in Fort Worth, Texas, offers teachers the skills necessary for collaboration in a four-week Lab School. Teachers return to their schools to assume either a formal role as a Cadre Trainer or an informal role as a Demonstration Teacher in promoting a supportive school climate. (MLF)

Students can benefit from being aware of the processes they use in learning. Teachers can tell students the names of the strategies and the rationale for each and can allow students time to formulate their own questions. Using the Taba method to teach about India is shown as an example. (MLF)

In Jefferson Parish, Louisiana, a Principals' Instructional Leadership Development Project has brought schools closer together and institutionalized a means for principals' development. Principals are exhibiting their leadership by extending their focus from their own schools to educational outcomes in general. (MLF)

Principals in a Pennsylvania district are voluntarily observing one another in order to improve their supervisory skills. Two principals jointly observe a teacher, compare their notes, label the data, conduct the teacher postconference, and then hold the principal postconference. (MLF)

A small peer support group for women in middle management positions provides a mechanism for broadening perspectives, generating alternative solutions to managerial problems, and enhancing professional and personal esteem. (MLF)

A meta-analysis of nearly 200 research studies, plus a review of the literature on staff development, point to the importance of program design in providing insights that teachers can use in their classrooms. Appended are 32 references. (MLF)

The president of The Carnegie Foundation for the Advancement of Teaching, Ernest L. Boyer, discusses the importance of developing creativity in the classroom. (MD)

Through great works of art students can gain pivotal insights into their common political and cultural heritage and their own personal struggles. (Author/MD)

Presents an interview with Elliot Eisner a scholar and researcher in both the arts and education. His work with the Getty Center for Education in the Arts has influenced a new structure for art curriculums. (Author/MD)

Outlines the discipline-based art education curriculum developed by the Getty Institute for Educators on the Visual Arts in the Los Angeles County elementary schools. (Author/MD)

The Virginia Beach (VA) schools provide a comprehensive, highly structured, and creative art curriculum that is as balanced and specific as the basic subjects curriculum. (Author/MD)

Ohio schools have developed a Balanced Comprehensive Art Curriculum (BCAC) that includes art history, art criticism, and art in society as well as traditional art production. Students in kindergarten through 12th grade receive equitable instruction in all four curriculum areas. Includes a resource list and table. (MD)

In 1985 the Rockefeller Foundation encouraged the development of a collaborative program between three institutions that look at how teachers teach art and evaluate what their students learn. (MD)

In an interview author Howard Gardner explains how Harvard Project Zero developed assessment techniques for the arts. The program links production of art to perception and reflection. (MD)