May/June 1999
By Janine Bempechat
Bempechat, author of Against the Odds: How "At-Risk" Children Exceed Expectations, shares lessons she's learned about students whom many expect will fail and underachieve. Children's views on success and failure have a big impact on their learning, Bempechat writes. She suggests ways in which parents and teachers can help these students achieve their full potential.
Buy this issue. Preserving Kindergarten in a High-Stakes Environment
By Karen Kelly
Kindergarten teachers are starting to feel the pressure of high-stakes accountability as schools pressure them to impose academic expectations on kindergartners in preparation for later grades. That's raising questions about what purposes kindergarten can and should serve. Also, given that children's preschool abilities and experiences vary widely, how do parents and schools determine the age at which a student should begin school? How do we decide if they should be retained for a second year? Karen Kelly tackles the kindergarten conundrum.
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Age of School Entry: States Enter the Fray
By Karen Kelly
Since the early 1960s, schools have been steadily raising the age at which children can begin kindergarten. Does requiring kids to be older when they start school improves their academic prospects? This article reviews some current research on the topic.
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OWLS: Who Can Benefit from Online Writing Labs?
By Nancy Walser
Many schools are establishing web- or email-based programs to aid high school students with their writing. Just like brick-and-mortar writing centers, online labs allow teachers and peer tutors to work one-on-one with students. But technology makes the exchange of multiple drafts and communication about them much easier, providing more time to focus on content and argument.
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