The founder of the Coalition of Essential Schools explains why we must shift from schools that offer "something for everybody" to those that shape learning on the basis of knowing students well.

The author invites us into three classrooms to discover the best and worst of instructional practice that calls itself "individualized."

Stultifying conformity, not critical thinking and lasting understanding, results when schools and students must meet rigid requirements for curriculum and instruction.

The Met School in Rhode Island demonstrates how an advisor system, outside internships, and family participation mesh to create an innovative learning environment.

Teachers at this high school brought assessment into alignment with their personalized instruction strategies.

The authors propose six elements for fostering positive emotions and strengthening student engagement in the classroom.

About 10 percent of Chicago's public school students now attend schools that are intentionally small. The authors describe several models and explore factors in success.

Teachers who commit to their students for two consecutive years find that both student behavior and relationships with families improve.

How to create a small-school feel in a large urban high school while continuing to offer many academic choices.

Wisconsion's SAGE research suggests that lowering class size reduces stress and discipline problems and allows teachers to give more attention to students' learning.

Through a UNICEF program, Bangladeshi educators initiate brain-based learning and investigate ways to teach to multiple intelligences.

As more homeschoolers enter public schools part-time, how can educators forge meaningful alliances with families?

A three-year curriculum encourages middle school students to be proud of their uniqueness.

To counter destructive behaviors, we must seek to understand normal human development and find the cure for aggression—as well as the cause—in the human brain.

An expert on social and emotional learning discusses how educators can detect signs of problems in students—and spells out constructive steps educators can take.