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American Educator
Winter 1999–2000

 

Table of Contents

Building a New Structure for School Leadership (PDF)
By Richard F. Elmore

Standards-based reform is forcing us to rethink our ideas about how schools help students learn—and we should be grateful for the push.

It's All about Teaching and Learning
New York City's District Two Puts the Focus Where It Belongs

Three participants tell the story of a decade-long—and continuing—collaboration between administrators and teachers to raise student achievement.

Don't Discard the Classics
But Be Prepared to Guide Your Students Through Unfamiliar Terrain

By Carol Jago

Beowulf is not too difficult for inexperienced readers, and neither is The Odyssey, provided teachers offer the kind of help kids need.

If Tracking Is Bad, Is Detracking Better? (PDF)
By James E. Rosenbaum

A researcher and a group of high school teachers regretfully conclude that detracking creates more problems than it solves.

Romani Children Go to School
By Burton Bollag

Throughout Eastern Europe, Gypsy children are getting a raw deal when it comes to education—but things may be starting to change.

The SAT Trap
Why Do We Make So Much of One 3-Hour Test?

By Clifford Adelman

We'd serve students far better if we concentrated on other ways of predicting success in college.


Articles not posted online are available in print. To request a copy, please send an e-mail to amered@aft.org.

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About American Educator

American Educator is a quarterly journal of educational research and ideas published by the American Federation of Teachers. Recent articles have focused on such topics as reducing the achievement gap between poor and affluent students, heading off student discipline problems, teaching an appreciation and understanding of democracy, the benefits of a common coherent curriculum, and other issues affecting children and education here and abroad. Total circulation, as of our most recent issue, is over 900,000.

 
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