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Though in its infancy, research on the use of critical thinking in physical education has shown promising results. To many, the notion of combining critical thinking and physical education might even be seen as a contradiction in terms. This article explores the dispositional aspect of critical thinking and asks two questions: (1) Are students predisposed to critical thinking in the psychomotor domain; and (2) How can we structure the learning environment in physical education classes to foster critical thinking dispositions? The answer to the first question posed above--Are students predisposed to critical thinking in physical education?--appears to be: possibly. The answer to the second question--How can teachers foster those important critical thinking dispositions?--is not a simple one. Teachers need to structure the learning environment so that critical thinking dispositions in physical education can become a reality. Such structuring will involve three factors: (1) the role of the teacher; (2) cooperative group learning; and (3) the importance of "debriefing" students at the end of the group learning experience. The literature on critical thinking and physical education suggests that students in physical education classes are predisposed to critical thinking but only in an environment that is carefully structured to foster critical thinking dispositions. To establish such an environment, teachers must shift from teacher-centered to more student centered lessons. They need to become facilitators and to let students seek solutions to critical thinking tasks in cooperative groups. In the end, physical educators will find that they can construct their "field of dreams" so that students learn, understand, and model those dispositions so important to the critical thinking process.

Examines the expectation for teachers to participate in school leadership and, based on results of a recent study, draws conclusions and makes recommendations regarding the kinds of professional development that would engender competent and effective involvement of teachers in the leadership of schools. Considers the extent to which preparation in educational leadership benefits graduates who remain as teachers. (SG)

Hopes to better understand the perceptions of host teachers of their roles as mentors and the extent to which those perceptions were grounded in reflection on theory and practice. Considers to what extent supervising student teachers results in reflection on theory and practice and what cooperating teachers perceive as their roles in the mentoring process. (SG)

Argues that, although technology has great potential to engage students, it can also undermine their notions of what serious study is. Argues the teacher's role is critical, and that teachers must engage students in making sense of their experiences. Outlines seven critical issues regarding technology in the classroom. Argues that technology education should include the nature of technology itself. (SR)

Suggests that the research literature that supports American instructional leadership theory and practice has limited transferability in other cultural contexts. Claims that teachers in multicultural classrooms need to "become" immigrants and minorities, and that teacher education programs must help future teachers to adapt by exposing them to learning styles from a variety of cultures. (RS)

A survey of U.S. teens (15,877 middle and high school students) reported that more than one in three students (39 percent of middle schoolers and 26 percent of high schoolers) said that they do not feel safe in schools. Thirty-seven percent of middle school boys and 43 percent of high school boys believed that it was appropriate to hit or threaten a person who makes them angry. Nineteen percent of the girls felt the same. Most alarming was that 75 percent of all boys and 60 percent of all girls said that they had hit someone in the past twelve months because they were angry. Thus, one can conclude that physical confrontations between students occur frequently in public schools. How should teachers or administrators intervene? What are their legal rights and responsibilities? This article outlines a three step plan to answer these questions to help teachers and administrators know what to do during student fights. It also details the extent of the problem of student-to-student physical confrontations.

Discusses the influence of the coaching paradigm on teaching reform and argues for an understanding of its limitations. Suggests that vital educational goals, such as the acquisition of knowledge and the employment of understanding and values, cannot be met by adherence to the coaching model. (RS)

Discusses several real-world cases of teachers who took the lead in working cooperatively with others to create learning opportunities. Describes changes needed in administration and teacher education. (RS)

Argues that a compromise must be struck between the transmission of values and the unfettered questioning, analyzing, and evaluation of values. (FL)

Reports findings of a study designed to determine teacher public relations practices and their perceived importance. Concludes that teachers are doing much to promote school community relations but that they need to make additional efforts. (FL)

Argues that many of the pragmatic concepts set forth by John Dewey might be modified and used in science education. Explains how this can be done. (FL)

Presents a short overview of individualization, stressing one method of achieving it; makes a statement about the importance of computers in society; and presents one element of computer study--computer literacy--using an individual approach to both teaching and learning. (FL)

Discusses problems mildly disabled students often have with their assignments and offers ways teachers' can adapt regular academic content to overcome those problems. (FL)

Proposes the use of an adaptive inservice model, which describes the mechanisms by which educational change and professional growth occur. Argues that to implement effective inservice programs based on the adaptive model, the program must be systematic, long-term, and guided by a common set of goals and expectations. (FL)

Cites court cases where school boards presented evidence that a teacher's lifestyle or conduct provided grounds for dismissal. (HOD)

Discusses the process of evoking images in the minds of students as a teaching method. Reviews ways to facilitate imaging and offers a number of classroom applications for it. (FL)

Recommends viewing the computer as a tool and addresses several questions educators need to ask about the use of computers in the classroom, including how they should be used, the number of machines needed, and how much work should actually be done at the computers. (FL)

Describes the efforts of the staff of one urban high school in Mississippi to develop and implement a school improvement program based on a school effectiveness model. (FL)

Describes a program initiated at a high school in New York City that identified learning styles of special education students in an effort to increase their achievement. Concludes that the program led to gains in motivation as well as achievement. Contains materials used to identify learning styles. (FL)

Presents an overview of the problem of absenteeism, discusses the reasons for it, and offers procedures for promoting attendance. (FL)

Describes 10 methods of motivating students drawn from experience and research and offers classroom applications for each. (FL)

Clarifies special education and its purpose by comparing it to athletics. Discusses picking the team, instruction, practice feedback, and playing the game (applied performance). (EL)

Proposes that the "question" is central to teaching and learning. Suggests that the teacher first formulate objectives and then formulate questions designed to reach those objectives. Lists suggestions for developing questions and general question strategies. (EL)

Notes that current research does not provide conclusive evidence about the influence a teacher has on student performance or behavior. (FL)

Identifies and discusses some successful alternatives for coping with classroom behavior problems. (FL)

Discusses the mystique surrounding the idea of discipline, then offers reasons why that mystique continues to influence teachers' belief systems. Concludes with an approach to discipline that is easily translated into effective practice. (FL)

Explains the value of encouraging social studies students to participate in National History Day contests. (FL)