ERIC Number: ED433117
Record Type: RIE
Publication Date: 1998
The Harvard Education Letter, 1998.
Graves-Desai, Kelly, Ed.; Eaton, Susan, Ed.; Walser, Nancy, Ed.
Harvard Education Letter, v14 n1-6 Jan-Dec 1998
This document is comprised of volume 14 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary and secondary education. Articles in the six issues of this volume include the following: (1) January-February--"Multi-Age Classrooms: An Age-Old Grouping Method Is Still Evolving" (Walser), "Teachers Wanted: Schools Look for Creative Solutions to Upcoming Teacher Shortage" (Walters), "Schools Should be Safe, But Are They?" (Posner); (2) March-April--"Teachers in the Driver's Seat" (Lewis), "Time and Learning" (Sadowski), "Small Schools Work Best for Disadvantaged Students" (Farber); (3) May-June--"The Bilingual Education Debate" (Walters), "Bilingual Education and California's 'English for the Children' Initiative,""Paying Attention to ADHD" (Lynn); (4) July-August--"Working Teenagers: Do After-School Jobs Hurt?" (Kelly), "Full-Service Schools Respond to Families' Needs" (Farber), "Discussing Student Work Gives Teachers New Perspective"; (5) September-October--"From Sputnik to TIMSS: Reforms in Science Education Make Headway Despite Setbacks" (Freundlich), "Latino Achievement Reexamined" (Walters); and (6) November-December--"Learning To Listen May Help Children Learn To Read" (Walser), "Programs Fostering 'Emotional Intelligence' Show Promise" (Sadowski), "Building Collaborative Relationships: Educational Research in Schools" (Rubinstein-Avila and Suarez-Orozco), "A Parent's Influence is Peerless" (Kagan). Regular features include editorial statements and summaries of recent educational research. (KB)
Descriptors: Academic Achievement, Adolescents, Attention Deficit Disorders, Bilingual Education, Change Agents, Disadvantaged, Educational Change, Elementary Secondary Education, Emotional Intelligence, Hispanic Americans, Integrated Services, Mixed Age Grouping, Newsletters, Nongraded Instructional Grouping, Professional Development, Reading Difficulties, Scheduling, School Safety, School Security, School Size, Science Education, Student Employment, Student Evaluation, Teacher Collaboration, Teacher Shortage, Teacher Supply and Demand
Harvard Education Letter, P.O. Box 850953, Braintree, MA 02185; Tel: 617-495-3432 in Massachusetts; Tel: 800-513-0763 (Toll Free outside Massachusetts) ($32 for individuals; $39 for institutions; $40 for Canada/Mexico; $42 other foreign; single copies, $5).
Publication Type: Collected Works - Serials
Education Level: N/A
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.
Note: Published six times a year. For 1995-1997 issues, see PS 027 810-812.