By James W. Stigler and James Hiebert
Stigler and Hiebert argue that cultural "scripts" have an
enormous influence on what happens in the classroom. And, they say, we
ignore these scripts at our peril.
Includes The TIMSS Videotape Study,
where the authors describe a videotape study of eighth-grade math
classes in the U.S., Germany, and Japan and the surprising differences in
how lessons were organized and what teachers expected of their students.
A Lesson Is Like a Swiftly Flowing River: How Research
Lessons Improve Japanese Education
By Catherine C. Lewis and Ineko Tsuchida
A look inside Japanese schools reveals a powerful tool for identifying good
practice and building on it.
Professional Development Is
the Job
By Anthony Alvarado
Enough of one-shot workshops and inspirational lectures! The former
superintendent of New York City's District 2 makes the case for professional
development that involves daily and detailed attention to the way teachers
teach and students learn.
The Nashville Lunch-counter Sit-ins
By John Lewis
The Georgia Congressman remembers a snowy February morning, nearly 40 years
ago, when he and some other college students walked out of Nashville's First
Baptist Church and into history.
Beyond Assumptions
Another report on school safety and discipline? Yes, but this one goes
beyond assumptions to offer evidence about what disciplinary policies
work--and what ones do not.
Room To Learn
By Greg Michie
A young teacher reflects on the difference between stepping aside and losing
control.
Articles not posted online are available. To
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amered@aft.org
