Authors Rhonda Barton and Rob Larson stress the importance of quality leadership in achieving educational equity.
Teacher Larry Ferlazzo shares his list of questions he uses to self-examine and improve his teaching.
John Larmer and John R. Mergendoller advocate student-driven projects. To facilitate such projects, the authors propose that every teacher make sure he or she includes the seven essential elements of project-based learning in every long-term assignment.
The article outlines an instructional practice occurring in Newark Public School district, wherein middle school students, under the instruction of teachers and National Urban Alliance mentors, guide the rest of their class through a lesson, assuming the role of primary instructor.
Robert J. Marzano quickly and succinctly addresses the differentiated treatment that stems from inherent biases and suggests ways that teachers can overcome them.
Teacher Dana H. Maloney discusses how she has incorporated student-based projects in her classroom and the results.
Teacher Stacy Kitsis shares her experiences with small-group literature discussions held through social-networking and how doing so differed from in-class small-ground literature discussions.
Nancy Walser advocates for group work. She discusses classroom benefits of group work, strategies to structure effective group work, ways to promote participation, and the results group work can produce.
Two actors take on the roles of effective and ineffective teachers.
Former teacher and teacher coach Tristan de Frondeville suggests strategies to increase student engagement.