What can educators do to help students care about their learning and become more invested in their own success? Chase Nordengren describes how a school district created a goal-setting culture in all classrooms at all grade levels. The district began with a complex, research-based, prescriptive program that teachers found did not work well with…

In the past decade, research-practice partnerships (RPPs) have grown in number and reputation. Stephanie Brown and Annie Allen describe the varied ways partnerships facilitate more sustained and productive relationships between researchers and practitioners. They share key findings from a comparative case study of three different types of RPPs…

Suggests an educationally sound approach for creating programs of minimal essentials for which a school can be held accountable. The program is teachable and reasonably limited. (IRT)

Pennsylvania's attempt to implement competency-based education in the public schools is a well-meaning but misguided effort to improve the schools. It will succeed only in diverting vast amounts of time, energy, and intelligence away from more important and more attainable goals. (Author/IRT)

After discussing the current state of multicultural programs, the author presents six strategies for improving them. The strategies deal with school district commitment, enrichment and mainstreaming, comprehensive planning, diversity in hiring, differentiated staff development, and formative evaluation. (Author/IRT)

In South Carolina a practicum-based copperative internship program for potential administrators has been developed. It gives students a unique opportunity to put into practice administrative concepts. (MD)

Taking students seriously is the key to the student evaluator model. Aided by an experienced evaluation facilitator, students design and carry out evaluations of specific programs in which they are involved. For a project to succeed, those in charge must place their trust in the students and help create a climate of acceptance for the project. Two…

The emerging approach to talent development differs from traditional gifted education in several ways. Instead of stressing acceleration or enrichment, the Levels of Service model blends many services and activities with other school activities to respond to students' individual talents, strengths, and sustained interests. Teachers do not compete…

Uses a question-and-answer format to assist professionals grappling with the meaning of inclusive school programs and their requirements. Provides information about the effectiveness of separate placements, full inclusion (normalization) goals, treatment of students with severe behavior problems, the role of pullouts and special education…

Describes how three institutions and agencies constructed an in-service teacher education program based on an assessment of the needs of teachers and administrators in the region. (IRT)

Describes common curricular components of 10 education programs to teach students democratic citizenship. Highlights characteristics of three programs: a high school government course, a college-level program, and an adult education program. Describes three broad priorities of successful programs: commitment, capacity, and connection. Includes a…

Looks at past evaluation of compensatory education, suggests new approaches to evaluation, and makes recommendations about program implementation. (IRT)

Peggy Farber's stories (in the March 1998 "Kappan") about a few individuals at Boston Renaissance Charter School have a place in evaluating the program. However, the real story cannot be drawn from a few isolated, highly selective anecdotes. A balanced evaluation would have framed the discussion around the schools' progress with…

Reviews current efforts in the movement for providing parents and students school selection choices. Benefits resulting from school choice include: dropout reduction, increased achievement, more parental involvement, racial integration, and improved morale. Outlines the features of a desirable choice plan and the prospects for development of…

The Puget Sound Educational Consortium went beyond the typical school/university partnership by endeavoring to change both the university and the schools. Such partnerships succeed when structures emanate from productive activities. Forging a culture of collaboration means creating a vision, developing opportunities for leadership and learning,…