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Books in Translation
September 1999 | Volume 57 | Number 1
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Theodore R. Sizer
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.
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Read the Article
Carol Ann Tomlinson
The author invites us into three classrooms to discover the best and worst of instructional practice that calls itself "individualized."
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John O'Neil and Carol Tell
Stultifying conformity, not critical thinking and lasting understanding, results when schools and students must meet rigid requirements for curriculum and instruction.
Dennis Littky and Farrell Allen
The Met School in Rhode Island demonstrates how an advisor system, outside internships, and family participation mesh to create an innovative learning environment.
Claudia Geocaris and Maria Ross
Teachers at this high school brought assessment into alignment with their personalized instruction strategies.
Spence Rogers and Lisa Renard
The authors propose six elements for fostering positive emotions and strengthening student engagement in the classroom.
Susan Klonsky and Michael Klonsky
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.
Thomas S. Little and Nannette B. Dacus
Teachers who commit to their students for two consecutive years find that both student behavior and relationships with families improve.
Denise K. Schnitzer and Michael J. Caprio
How to create a small-school feel in a large urban high school while continuing to offer many academic choices.
John A. Zahorik
Wisconsion's SAGE research suggests that lowering class size reduces stress and discipline problems and allows teachers to give more attention to students' learning.
Launa Ellison and Betty Rothenberger
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?
Claudia Marshall Shelton
A three-year curriculum encourages middle school students to be proud of their uniqueness.
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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.
Lawrence J. Schweinhart and David P. Weikart
Robert E. Millward
Joan Montgomery Halford
Copyright © 1999 by
Association for Supervision and Curriculum Development
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