While businesses have been building electronic highways, education is traveling an electronic dirt road. There are 10 reasons for using technology in classrooms. Students learn and develop at different rates. Graduates must be globally aware, proficient at accessing, evaluating, and communicating information, and adept at solving complex problems.…

Crossroads to the World is an interdisciplinary, teacher-developed, technology-based project involving constructive learning that can be adapted to almost any social-studies curriculum. Beginning with literary models (like Whitman's "Song of the Open Road"), students use simulation software to generate ideas for their own simulated world…

Describes a program designed to educate dyslexic students with above-average intelligence using multisensory teaching methods, such as manipulative teaching aids. Indicates that the program's college preparatory curriculum differs from that of other classes only in the use of the special teaching methods, which can benefit all students. (MAB)

In many countries, education legislation embodies contradictory pressures for centralization and decentralization. In the United Kingdom, there is growing government control over policy and direction of schools; schools are also being given more responsibility for resource management. "Moving" schools within Improving the Quality of…

Slavin discusses cooperative learning and the "best evidence" approach to research synthesis. Critiques Benjamin Bloom's mastery learning, Madeline Hunter's program, and expert-novice studies. Introduces his current program called "Success for All," which targets early childhood education and stresses success the first time…

Whether organized around subject matter, teaching methods, school improvement, or restructuring efforts, successful networks share common features, such as focus, variety, and opportunities for discourse and leadership. Networks can also present nagging problems concerned with quality, application, stability, overextension, ownership, expanding…

New York City schools who have adopted the Central Park East model share a commitment to kindergarten principles that promote self-reliance and democracy. The central function of schooling should be to cultivate the mental and moral habits that a democratic society requires. These include openness to other views, the capacity to sustain…

In an interview published in the June 1980 issue of "Principal," Paul Collins, pioneer principal of a model New Hampshire middle school, called for a real understanding of preadolescent students. The school has continued its experiential learning emphasis and has become involved in action research projects, such as an intensive inservice…

The National Congress on Catholic Schools for the 21st Century identified governance and fiance as one of five major trends in Catholic education. Financial support will not come without prophetic leadership and generous investment. Some innovative programs are described, including a Harlem preschool project and the Center for Education Programs'…

Discusses the need for fundamental restructuring of language arts instruction. Discusses the benefits of the whole-language approach and the current problems with testing, use of instructional time, and the lack of teacher support. (PRA)

Describes a comprehensive environmental education program and facilities at Gullett Elementary School, in Austin, Texas. The program helps children learn responsibility and respect for animals and each other. Attendance improves, as children are responsible for feeding an animal entrusted to their care. Students score in the upper 90 percentiles…

Discusses the four "planes of development" posited by Maria Montessori: (1) from birth to age 6; (2) from age 6 to 12; (3) from age 12 to 18; and (4) full maturity. Although Montessori schools have been successful in dealing with children during the first two planes, efforts need to be focused on adolescents at the third stage. (MDM)

This interview focuses on the Montessori adolescent program begun by John McNamara in 1978 at Ruffing Middle School in Ohio, describing the adolescent-centered curriculum, activities, and materials utilized in the program. Suggests that such programs need to provide an environment where children can first and foremost experience community,…

Based on case studies of a Dutch adult-education organization and an Irish residential center for mentally handicapped people, this article discusses some implementation dilemmas that occur when organizations face challenging innovations. Conflicting pressures for centralization and local autonomy in implementation activities and for unified and…

Explores school principal-central office relationships within a school restructuring context. Examines the nature of school-level educational program innovation, support provided by central office personnel, and principals' perceptions about this support. Administrative awareness and involvement were limited to area superintendents and educational…