Fifth-grade teacher describes her experience teaching Chippewa-Cree children at Rocky Boy Elementary School on the Rocky Boy reservation in Montana. (PKP)

Examines correlation between national test scores in mathematics from the Third International Mathematics and Science Study (TIMSS) and the Current Competitiveness Index (CCI). Finds, for example, that while the United States ranks 29th in TIMSS mathematics, it ranks second in competitiveness on the CCI. Korea ranks 3rd in mathematics, but 27th in…

Based on a six-state survey of first- and fourth-grade teachers, describes how exemplary teachers provided their students with effective reading and writing instruction. Describes six common features of effective elementary reading and writing instruction categorized as time, texts, teaching, talk, tasks, and testing. (Contains 23 references.)…

Argues that California's low fourth-grade National Assessment of Educational Progress reading scores between 1987 and 1992 were not related to the whole-language approach to reading instruction introduced in 1987. Suggests that low scores are caused by limited student access to books in school and public libraries. (Contains 36 references.) (PKP)

Suggests ways to develop strong middle-school reading programs involving efforts of states, school districts, and individual schools. Provides cost estimates. (PKP)

Argues that balance between assessment of learning, which is being practiced, and assessment for learning, which is not, are essential to maximize student achievement. Suggests a plan of action to actuate assessment for learning. (Contains 10 references.) (PKP)

Argues that because of research evidence linking competent assessment with academic achievement, all states should require assessment competence for teacher, administrator, and counselor licenses; reviews current status of state requirements; briefly describes assessment standards developed by several national organizations; describes several…

Describes meaning and six important features of local assessment systems in Maine. For example, assessments are administered across multiple grades. (PKP)

Reviews advantages and shortcomings of computerized grading programs and electronic grade books. Concludes that despite advantages of these grading tools, teachers still have professional responsibility for fairly and accurately assigning student grades. (PKP)

Argues that educational improvement phrases, such as "No child left behind," are empty slogans without adequate financial support. (PKP)

Recommends several fiction and nonfiction books for summer reading. Briefly reviews each book. (PKP)

Describes size, contents, organization, and social psychological function of teachers' rooms in Japanese junior high schools, which serve as centers of daily educational activities and interactions among teachers, between teachers and students, and among students themselves. (PKP)

Education Professor emeritus reflects on 40-year teaching career at Simon Fraser University. Comments on Canada's mandatory retirement for professors at age 65. (PKP)

Describes how one artist works with members of a community to bring in residence art instruction to schools. Completed art projects can be seen on Phi Delta Kappa website at www.pdkintl.org/profdev/residency/artisthome.htm. (PKP)

Description of trivial and frivolous education litigation between 1995 and 2001. For example, parents of middle-school student sued Oregon school district for monetary damages for refusing to allow their daughter, whose name is Abby, to use her nickname, Boo. (Contains 21 references.) (PKP)