Teachers can learn a lot from John Dewey's approach to teaching science. The author contends that his thoughts are still relevant and applicable to today's classrooms.

The United States Department of Education (USED) granted 11 states waivers (eight full waivers and three conditional waivers) to provide what the USED termed "flexibility" from meeting some of the requirements in the No Child Left Behind Act (NCLB). Much of the flexibility relieves schools from the Adequate Yearly Progress mandate that requires…

A disconnect exists between teaching and research; and it has become easy, if not automatic, for K-12 teachers to be enthusiastic about teaching and less supportive of research. As a student teacher, the first author found herself adopting the stereotype that research is associated with the sciences and is less pertinent to K-12 education. She…

The current test-driven accountability movement, codified in the No Child Left Behind Act of 2001 ([NCLB] 2002), was a misguided idea that will have the effect not of improving the education of children and youth, but of indicting the public school system of the United States. To improve education in the United States, politicians, policy makers,…

In this article, the author shares his thoughts about who he is as a teacher and what his goals as a teacher turn out to be. The author describes his role as researcher, teacher, and educator. He begins with his take on mathematics teaching and learning, because the question of which mathematics educators teach and how they teach it is really…

The author of this article argues that, just as Americans were shocked into action, when the Soviet Union launched Sputnik in 1957, by strengthening STEM (science, technology, engineering, and mathematics) in the educational curriculum, Americans must be shocked again. The nation must address the failure of its leaders to provide adequate funding…

Presents advice to the cooperating teacher. (SJL)

The authors delineate three levels of functioning in school administration: practice, policy, and analysis; and argue that only by working consistently at level 3 can the two other levels function properly. Several examples of the skills of the level 3 school executive are set forth. (Author/SJL)

Argues that teacher use of competition in the classroom may lead to anxiety, aggression, or a decrease in self-concept among students and that learning to compete is not so important in a postindustrial society. Advocates cooperative classroom activities. (SJL)

If they are open to the experience, cooperating teachers can learn a great deal about different teaching methods from their student teachers and from the college supervisor working in their school. (SJL)

This article presents a definition of self-directed learning and a rationale for making it an essential goal in education. The adjustments needed in traditional teacher and student roles to achieve self-directed learning are considered. (SJL)

The author outlines parallels between the current situation in education and business cycles of expansion-recession-depression. He draws lessons from the Depression of the 1930s for educators concerned with the bad times of the present and the near future. (SJL)

The authors cite many of the educational programs available on public television and suggest that teachers make use of them to reinforce classroom learning. (SJL)

As an alternative to legal desegregation by mandatory busing which breeds fear and disruption, the author proposes that we adopt a new philosophy of education for integration, creating a cultural mentality whereby children are taught to think of themselves as integrated beings, regardless of where they live. (Author/SJL)

Gifted education suffers from poor financing, fears of elitism, and problems in student identification. Appropriate definitions, selection procedures, and instructional techniques now exist for gifted education. It is time to make a commitment to these students who, contrary to popular belief, cannot ordinarily develop to their full potential…