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September 2004 | Volume 62 | Number 1
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Marge Scherer
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Jacqueline Grennon Brooks
Why we must make meaning making the core of teaching.
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David Perkins
To create, communicate, organize, and act on knowledge—these four skills encompass a neglected curriculum.
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Sam M. Intrator
How to replace what teens experience as “slow time,” “fake time,” and “worry time” with learning time.
Jay McTighe, Elliott Seif and Grant Wiggins
Teaching for understanding is not impractical in the real world of standards and testing, these authors attest.
Harold Wenglinsky
Across the subjects, teaching for meaning connects with higher NAEP scores.
Jacqueline Ancess
Urban students explore powerful ideas from multiple perspectives.
Sam Wineburg and Daisy Martin
The ability to judge the quality of information can no longer be considered extra credit.
Stone Wiske
Which digital applications enhance teaching? The Teaching for Understanding framework provides guidance.
Arthur L. Costa and Bena Kallick
Establishing effective feedback systems can help students manage their own learning.
Judy Harris Helm
Why child-initiated projects should be central in the early grades.
Alan Colburn
Inquiry-based science activities hone skills in critical thinking.
James E. Zull
Our growing knowledge of how the brain learns suggests counterintuitive strategies for teaching.
Joseph S. Renzulli, Marcia Gentry and Sally M. Reis
Cross-grade enrichment activities pique student interest.
Cathy Cochrane
At Campus Calgary, students learn at community agencies—from a wildlife sanctuary to a homeless shelter.
W. James Popham
Deborah Perkins-Gough
Thomas R. Hoerr
Joanne Rooney
Steve Leinwand and Steve Fleischman
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Naomi Thiers
For professional development and study groups.
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