Citing the need for a basic, K-12 developmental framework for service learning, this article describes such a model. This model, an inclusive typology of service learning, distinguishes three levels of service learning: Community Service, Community Exploration, and Community Action. The authors correlate this typology to Piaget's cognitive…

Moving active learning forward calls for a focus on learners' actorship, not program activities, and requires distinguishing between active learning and active teaching. Experiential education offers an alternative to didactic approaches, not a more attractive form of it. Accepting traditional principles and procedures of "professionalism"…

Explores reasons for the general lack of acceptance of experiential approaches to education. Compares experiential and mainstream education with regard to foundations, goals, ideas about knowledge and learning, organization of students, classroom communication, teaching methods, resources, setting, and evaluation strategies. Suggests that…

Because new information-age learning models incorporate experiential education theories and practices, integration of information technology is an opportunity to integrate experiential methods. Scenarios are presented for integrating technology into experiential curricula. Problems include cost, training, lack of quality software, and…

Experiential learning generally, and service learning specifically, can teach citizenship skills necessary to a democracy, unify the curriculum, better serve at-risk students, and accommodate different learning styles. Gives arguments and criteria for integrating service learning into mainstream education and examples of programs utilizing service…

Uses metaphors of the preparation necessary for painting and for Columbus's journey into the unknown to suggest a model for planning and promoting school reform. Steps include definition of preexisting conditions, assessment of the situation, immersion (communication and trust building among stakeholders), and coordinated strategic and tactical…

Tips for working with students who have attention deficit hyperactivity disorder include putting them in charge of something, providing structure, giving feedback, using logical consequences for unwanted behavior, being patient, teaching in novel ways, helping them with their gear, pairing them with another student, allowing blow-out time, and…

Factors influencing racial diversity in environmental education were studied by interviewing 50 people representing a racial cross-section of the United States. Discusses barriers to participation in environmental education, the role of outdoor experiential education in overcoming these barriers, the interrelationship between cultural identity and…

California's Mini-Corps Program provides direct instruction to migrant students, and develops a corps of culturally sensitive bilingual teachers by placing student teachers in migrant-impacted classrooms under a master teacher. Similar opportunities in science education are provided in an outdoor setting. Migrant students' dropout rates have gone…

Traces the various forms of nonformal, experience-based learning evident in China during the past 50 years. Relates changes in Mao's educational theories during the revolution, the "Great Leap Forward," the "Cultural Revolution," and the current Teng regime. (NEC)

Believes that one of the most important gifts teachers can offer their students is encouragement. Outlines six steps to introduce more encouragement into education, six practical ideas for creating a positive classroom atmosphere, and four "tough love" guidelines for supporting/encouraging disturbed teenagers in the classroom. (NEC)

Discusses the educational needs and rights of handicapped students in light of opportunities presented by new technologies. Describes a model high-tech summer camp program developed in California for talented handicapped students, now being replicated under the supervision of the President's Committee on Employment of the Handicapped. (JHZ)

Describes development of a successful experiential education program to involve Baltimore County (Maryland) students (grades K-12) in studying the Gunpowder River, which empties into Chesapeake Bay. Identifies success factors including creative teachers, availability and cooperation of local resources, and parental involvement. (NEC)

Questions why teachers persist in using red-ink pencils to mark students' papers. Draws parallels between psychological impact of red ink and associations with blood, violence, and horror. (NEC)

Illustrates how the concept of function, which is fundamental to all of mathematics, might be explored in a student-centered learning situation. Stresses the teacher's role as that of a guide, permitting students at times to attempt methods that seem certain to fail. (NEC)