Volume 13, 1997

November/December 1997 (Volume 13: 6)

Integrated Learning Systems Update
by Donna Harrington-Lueker

Rethinking Homework
by Roberta Tovey

Technology Works Best When It Serves Clear Educational Goals
by Donna Harrington-Lueker

September/October 1997 (Volume 13: 5)

A School Called Victory
The Ongoing Pursuit of Parent Involvement
by Leon Lynn

Family Involvement in Schools
by Leon Lynn

Making the Connection Between Families and Schools
Parents can tell us a lot about what makes a good family-school connection
by Karen Mapp

Teaching Teachers to Work with Families
A new study by the Harvard Family Research Project recommends substantial changes in how teachers are trained and certified
by Leon Lynn

July/August 1997 (Volume 13: 4)

Connecting Home and School
A Conversation with Catherine Snow
by Leon Lynn

Language-Rich Home and School Environments Are Key to Reading Success
Children learn some of their most important reading lessons at the dinner table, according to a groundbreaking study
by Leon Lynn

Shrinking Pains
California's Initiative to Reduce Class Size Is Off to a Bumpy Start
by Anne C. Lewis

Smaller Classes Do Make a Difference in the Early Grades
Evidence from Tennessee's Project STAR sends school leaders a strong message
by Frederick Mosteller

May/June 1997 (Volume 13: 3)

A Conversation With Linda Darling-Hammond
by Anne C. Lewis

A New Consensus Emerges on the Characteristics of Good Professional Development
Reforms show promise for driving whole school change
by Anne C. Lewis

Teacher Research as Powerful Professional Development
Practitioner inquiry validates teachers as knowers as well as doers
by Joseph W. Check

March/April 1997 (Volume 13: 2)

A Change in the "Basics"
Today's Graduates Need More Than the 3 R's
by Adria Steinberg

A Conversation with Dennis Littky and Elliot Washor
A Small School with a Big Idea
by Adria Steinberg

Making Schoolwork More Like Real Work
Exemplary School-to-Work Programs Show Promise for More Purposeful and Engaged Learning
by Adria Steinberg

January/February 1997 (Volume 13: 1)

Developing a Culture of High Expectations for Teaching and Learning
Schools must be redefined as places where all students, not just a lucky few, are expected to succeed
by Leon Lynn and Anne Wheelock

Making Detracking Work
Successful detracking means paying careful attention to the process as well as improving content and instruction
by Leon Lynn and Anne Wheelock

Navigating the Political Waters
Schools don't exist in a vacuum: external forces, especially parents, can have tremendous influence over the pace and progress of detracking efforts
by Leon Lynn and Anne Wheelock