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ERIC Number: ED444742
Record Type: Non-Journal
Publication Date: 1999
Pages: 50
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-8755-3716
Harvard Education Letter, 1999.
Graves-Desai, Kelly, Ed.
Harvard Education Letter, v15 n1-6 Jan-Dec 1999
This document is comprised of the six issues in volume 15 of the Harvard Education Letter, a bimonthly newsletter addressing current issues in elementary and secondary education. Articles in this volume include the following: (1) January-February--"Retention vs. Social Promotion: Schools Search for Alternatives" (Kelly), and "School Design Can Say a Lot about Teaching and Learning" (Lawton); (2) March-April--"Co-Teaching: Are Two Heads Better Than One in an Inclusion Classroom?" (Lawton), "What's Working in Sex Education" (Kelly), and "Developmentally Disabled Students Need Sex Ed, Too" (Kelly); (3) May-June--"Learning from Poor and Minority Students Who Succeed in School" (Bempechat), "Preserving Kindergarten in a High-Stakes Environment" (Kelly), "OWLS: Who Can Benefit from Online Writing Labs?" (Walser), and "How Many Environments Does a Child Have?" (Harris); (4) July-August--"Johnny Still Can't Read?" (Farber), "The 'Brain-Based' Ballyhoo" (Lawton), and "Segregation: Stepping Back in Time?" (Gordon); (5) September-October--"Rising to the Discipline Challenge" (Gordon), and "Schools Get Creative To Find Good Subs" (Kelly and Reilly); and (6) November-December--"The Arts Step out from the Wings" (Buchbinder), "The Happy Meeting of Multiple Intelligences and the Arts" (Gardner), and "Tinkering with Title I" (Graves-Desai). Regular features include editorial statements and summaries of recent educational research. (KB)
Harvard Education Letter, Harvard Graduate School of Education, 6 Appian Way, Cambridge, MA 02138-3752; Tel: 800-513-0763 (Toll-Free); 617-495-3432; Fax: 6-496-3584 ($32 for individuals; $39 for institutions; $40 for Canada/Mexico; $49 other foreign; single copies, $5).
Publication Type: Collected Works - Serials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.