The Harvard Education Letter, 1996.

Autor/in	Miller, Edward Ed.
Sonst. Personen	Graves-Desai, Kelly (Hrsg.); Maloney, Karen (Hrsg.)
Institution	Harvard Univ., Cambridge, MA. Graduate School of Education.
Titel	The Harvard Education Letter, 1996.
Quelle	12 (1996) 1-6, (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	8755-3716
Schlagwörter	Accountability; American Indian Culture; At Risk Persons; Block Scheduling; Dropout Rate; Educational Change; Elementary Secondary Education; Federal Legislation; History Instruction; Incentives; Invented Spelling; Lecture Method; Mathematics Education; Middle Schools; Multicultural Education; Newsletters; Phonics; Plagiarism; Reading Instruction; School Uniforms; Science Education; Standards; Stereotypes; Story Telling; Student Attitudes; Theory Practice Relationship; Whole Language Approach; Youth Problems + Suchen Sie Ihr Suchwort? Verantwortung; Risikogruppe; Block teaching; Blockunterricht; Stundentafel; Bildungsreform; Bundesrecht; History lessons; Geschichtsunterricht; Anreiz; Rechtschreibdidaktik; Mathematische Bildung; Middle school; Mittelschule; Mittelstufenschule; Multikulturelle Erziehung; Plagiat; Leseunterricht; School uniform; Schulkleidung; Naturwissenschaftliche Bildung; Standard; Klischee; Schülerverhalten; Theorie-Praxis-Beziehung; Integrierter Sprachunterricht
Abstract	This document is comprised of volume 12 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary-secondary education. Articles in this volume include the following: (1) January-February--"Early Reports From Kentucky on Cash Rewards for 'Successful' Schools Reveal Many Problems" (Miller), "New Ideas Like Collective Incentives and Skill-Based Pay Raise the Same Old Questions" (Sadowski, Miller); "Recognizing Signs of Stress Is the First Step in Keeping Kids from Living in the Streets" (Posner), (2) March-April--"Whole Language or Phonics? Teachers and Researchers Find the Middle Ground Most Fertile" (Matson), "The Case of Invented Spelling: How Theory Becomes Target Practice" (Miller), "Creating Family Stories Leads Students to a Richer Understanding of U.S. History" (Gow, Davino); (3) May-June--"Perception Versus Reality: School Uniforms and the 'Halo Effect'" (Posner), "Five Reasons Students Plagiarize, and What Teachers Can Do about It" (Tarlin), "Kidding Ourselves about School Dropout Rates" (Fossey), "'But Indians Aren't Real': What Young Children Learn about Native Americans" (Reese); (4) July-August--"Idealists and Cynics: The Micropolitics of Systemic School Reform" (Miller), "Hard-Won Lessons from the School Reform Battle: A Conversation with Ted Sizer,""The Disheartening Work of School Reform" (Sizer); (5) September-October--"Mathematics and Science Standards: What Do They Offer the Middle Grades?" (Wheelock), "Urban Middle-Grades Reform: Foundations Keep Trying" (Lewis); "Goals 2000: Pork or Progress?" (Lewis); and (6) November-December--"Just Like Starting Over: The Promises and Pitfalls of Block Scheduling" (Sadowski), "Getting Kids into the Picture: Student Drawings Help Teachers See Themselves More Clearly" (Tovey), "What's So Bad about the Lecture?" (Birk). Regular features include letters to the editor and summaries of recent educational research. (KB)
Anmerkungen	Harvard Education Letter, P.O. Box 850953, Braintree, MA 02185; Tel: 617-495-3432 (in Massachusetts); Tel: 800-513-0763 (Toll Free outside Massachusetts) ($32 for individuals; $39 for institutions; $40 for Canada/Mexico; $42 other foreign; single copies, $5).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC