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PAGE 4 - Commentary
Forcing kids to take higher math doesn't always compute.
A copy of Teacher Magazine [November/December] showed up in my school mailbox today. How refreshing it was to read the articles and review the recruitment marketplace.
NCLB mandates free services for kids at underperforming schools.
Vital statistics for career-minded teachers, from our Web site.
The challenges of math are sending family members back to the classroom.
Policymakers, publishers, and parents push back against edu-speak.
School news from points across the globe.
Over the past decade, the standards movement has come a long way, though the push for accountability has meant different things in different places.
In the late 1990s, when the nation’s governors and business leaders threw their weight behind the push for statewide academic standards, Iowa begged to differ. With its strong tradition of local control and history of comparatively high performance, the state felt little compulsion to get on the bandwagon. “We’re not going to give up local control just because some CEO says we need statewide standards,” then-Governor Terry Branstad, a Republican, told U.S. News & World Report in 1996.
To keep up with Las Vegas’ explosive growth, the Clark County School District builds, on average, one new school per month. That alone goes a long way toward explaining why improving academic performance is especially challenging in Nevada, where the number of public school students increased by more than 50 percent between 1994 and 2003—the nation’s fastest-growing enrollment. Compounding the problem are the growing ranks of new students from immigrant families who need intensive help in English. The number of Hispanic students grew by 214 percent between the 1993-94 and 2002-03 school years, to nearly 30 percent of K-12 enrollment.
As a public school teacher on loan to the Smithsonian's new air and space museum, Margy Natalie relishes bringing her love of flying into the classroom. Includes a photo gallery.
Suffering from an incurable degenerative disease, Norma Jean Taylor can no longer walk, or even write legibly. But with help from students and colleagues, she remains a cornerstone of her school.
In India, families rich and poor see engineering college as the key to their children's future, and students endure punishing schedules to secure admission.
PAGE 40 - Commentary
A wartime teacher recalls the day she let her guard down.
PAGE 43 - Commentary
Let kids share the responsibility for improving schools.
For author Dale L. Brubaker, style is substance when it comes to school leadership.
A journalist's look at a high-needs school in London reveals familiar problems for educators.
Author Thomas Hatch argues that, rather than leaving all the education research to universities, teachers should become scholars of their own work.
An inner-city principal looks back at her push to introduce a private-school curriculum.
The latest crop of novels for high schoolers takes seriously the idea that teenagers mature in unseen ways: They carry big secrets, big emotions, big ideas, big fears—and the capacity to handle them all.
PAGE 49 - Commentary
When to use the crop of new handheld gadgets, and when to turn them off.
Presumably, a magazine titled Teacher would represent the views of teachers rather than some conservative think tank. Two articles [“Picket Fencing” and “The Big Picture,” January/February] looked like thinly veiled attempts to get professional educators to accept the notion that we can improve education without spending.
Texas law requires all elementary school students to learn about their community, but when 2nd grade teacher Marilyn Phillips looked for a book to anchor her lessons on Fort Worth, there was none. So she wrote her own.