Describes the Student Teacher On-Line Mentoring Project (STOMP), which connects at-risk adolescents with preservice teachers in an adolescent literature class, thus encouraging adolescents to read more and more widely, and improving preservice teachers' confidence in using technology and allowing them to put into practice what they were learning…

The John Templeton Foundation encourages colleges and universities to foster students' moral development by establishing the "Honor Roll for Character-Building Colleges" to recognize institutions that emphasize character building as an integral part of the undergraduate experience. Ten programs featured in the 1996-97 honor roll are profiled…

Examines the use of instructional management, which incorporates college student records and registration and acknowledges their place as partners with faculty in managing curriculum delivery. Describes the evolution of this approach at Boston College (Massachusetts), including applications in degree auditing, distributed systems, room scheduling,…

Defines postsecondary remedial education and discusses the controversy surrounding it, including who will be responsible for paying its tuition, the amount of remediation that should be offered in two-year versus four-year colleges, and mounting pressures from state legislators and policymakers. (VWC)

A four-year teacher education program at Haskell Indian Nations University (Kansas) prepares American Indians and Alaska Natives to teach Native American children. In addition to the knowledge needed by all teachers, the program focuses on knowledge relevant to American Indians, such as foundations of Indian education, learning styles of Indian…

Examines Progressive Life Center's (PLC) Therapeutic Foster Care program and its incorporation of NTU psychotherapy into its program model. Describes how PLC strives to improve the delivery of mental health services through culturally competent therapeutic techniques for African Americans, including seriously emotionally disturbed children. (MOK)

This 4-year longitudinal study compared characteristics of different day care contexts and the home environment of young children in Turkey and their effects on child outcomes. Findings indicated that custodial and educational day care differed in quality. Short- and long-term child outcomes suggested that educational settings supported child…

The Discovery Center of the College of Staten Island (New York) features a student-centered curriculum with open-ended, hands-on activities. Describes collaboration between local teachers and college faculty and the integration of computer technology. Highlights the Computer Science Department for K-12 teachers and students and the high school…

At a clinical school in rural New South Wales (Australia), medical students follow patients through the health care system instead of being attached to doctors. Seeing the progression of illnesses, the impact of behavioral aspects, and the continuity of care develops lifelong learning skills. Because of geographic isolation, information technology…

Describes child care programs in the Union of Soviet Socialist Republics in December 1989 in terms of commitment to children; infant care facilities; program funding; curriculum implementation; staffing practices; incidence, treatment, and control of illnesses; and parent involvement. (BB)

Described are the use of case-method teaching, educational competitions, and interactive computer-graphic instructional software to teach structural engineering concepts at the freshman level. Details of the instructional software used and the bridge competition are provided. (CW)

Describes the comprehensive approach taken by the Center for Pre-College Programs at New Jersey Institute of Technology to motivate and prepare students for higher education. Discusses precollege programs, secondary school programs, and elementary school programs. Explores the impact of the program on the success of the students. (MVL)

Presents an account of the project approach used by American first graders to study Japan. (BB)

Described are the organization, focus, field and laboratory components, evaluation, and costs of the program. The rationale of this approach is presented. Benefits to the students and faculty involved are discussed. (CW)

Describes the long-term, three phase Project 2061. Notes that phase one, defining the substance of scientific literacy, is completed. Examines phase two in which scientists and educators will develop new curriculum models. States phase three will be a widespread effort to move the nation towards scientific literacy. (MVL)