When proposing performance pay for teachers, reformers first must answer three questions: What is the definition of teacher performance? What is the definition of student performance? and What are the goals of schooling? Reformers also need to examine the assumptions that guide their proposals and prepare to deal with the implementation issues…

Discusses five instructional purposes for computers (opportunities for students to become familiar with computers, development of skills with computers, curriculum enhancement, educational reform, and cost-effectiveness), their similarities and differences, and the ways in which each purpose could be evaluated. (Author/IRT)

Presents a critical rejoinder to Stedman's article that dismisses the validity of school effectiveness guidelines. Stedman has misused school effectiveness research findings, for the data actually support these characteristics. Stedman's generalized alternatives lack adequate supportive evidence. (CJH)

The first part of a two-part article describes the significant differences between the kinds of problems that adults really face and the problems that students are taught to resolve in critical thinking programs. Among the differences are several aspects of the ways in which problems and solutions are defined. (PGD)

Asserts that the widely cited set of characteristics of effective schools cannot be substantiated. The lack of research supporting the formula raises questions about school effectiveness programs. Recommends a synthesis of approaches that meet a school's needs and include a broader political agenda. (CJH)

Identifies five factors that appear to have contributed to the survival of several firmly established programs in the alternative school movement. (Author/WD)