September 1999
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September 1999 | Volume 57 | Number 1
Personalized Learning
Feature Articles
Perspectives / The Students Are Watching
Marge Scherer
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No Two Are Quite Alike
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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Mapping a Route Toward Differentiated Instruction
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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Why Students Lose When "Tougher Standards" Win: A Conversation with Alfie Kohn
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.
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Whole-School Personalization, One Student at a Time
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.
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A Test Worth Taking
Claudia Geocaris and Maria Ross
Teachers at this high school brought assessment into alignment with their personalized instruction strategies.
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Relationship-Driven Teaching
Spence Rogers and Lisa Renard
The authors propose six elements for fostering positive emotions and strengthening student engagement in the classroom.
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In Chicago / Countering Anonymity Through Small Schools
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.
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Looping: Moving Up with the Class
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.
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Academy Rewards
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.
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Reducing Class Size Leads to Individualized Instruction
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.
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In Bangladesh / The Multiple Ways of Teaching and Learning
Launa Ellison and Betty Rothenberger
Through a UNICEF program, Bangladeshi educators initiate brain-based learning and investigate ways to teach to multiple intelligences.
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Partnering with Homeschoolers
Vicki Caruana
As more homeschoolers enter public schools part-time, how can educators forge meaningful alliances with families?
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How Innersense Builds Common Sense
Claudia Marshall Shelton
A three-year curriculum encourages middle school students to be proud of their uniqueness.
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Contemporary Issue: The Prevention of Violence in Schools
In Search of the Roots of Adolescent Aggression
Robert Sylwester
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.
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The First "R": Reflective Capacities
Jonathan Cohen
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.
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Responses
The Advantages of High/Scope: Helping Children Lead Successful Lives
Lawrence J. Schweinhart and David P. Weikart
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The Benefits of Direct Instruction: Affirmative Action for At-Risk Students
Siegfried Engelmann
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Special Topic
Special Topic / Alaska's Logging Camp School
Robert E. Millward
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Departments
Web Wonders
Larry Mann
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Research Link / Giving Our Students the Time of Day
John Holloway
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Reviews
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ASCD in Action
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Portfolio
Joan Montgomery Halford
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Online Only
EL Extra
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Copyright © 1999 by
Association for Supervision and Curriculum Development
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