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The article presents an in-depth examination of five steps that can help U.S. schools implement the use of data-based decision making for school improvements. According to the authors, data is beneficial to making informed decisions, but many school leaders base their decisions on personal experience, informed intuition, or anecdotal information. They argue that many educators do not have training and experience in using data to make decisions which can leave them feeling overwhelmed. They offer five steps that will enable a school to use data in decision making which includes reviewing the school's improvement plan, determining how the data will be used, identifying relevant data, examining and discussing data, and set goals to evaluate progress.

The article discusses the success of U.S. induction program in which universities work in collaboration with school districts to create programs that benefit the universities, the school districts, and support novice teachers. A scenario is presented involving a novice 3rd-grade teacher that has inherited a small classroom from a teacher that has moved out of the district. The teacher removed her books, magazines, and bulletin boards when she departed. The novice teacher has a mentor that she does not see often resulting in the feeling that she is alone. Topics include an in-depth look at how high-quality induction programs support teachers by building confidence and the success of the U.S. Comprehensive Teacher Induction Consortium which has been a model for success.

Comments on key skills needed for history and social science teachers in the U.S. Critique of the standards introduced by state governments used to measure the capability and knowledge of teachers; View that the expectations of the state standards are disconnected from the reality of good teaching and useful knowledge; Potential negative impact of teacher specialization within subjects; Comparison of the reading comprehension skills of high school seniors and history teachers; Report that American elementary school students demonstrate basic levels of literacy, but fail to reach levels of proficiency; Recommendations for reforming state-level teacher standards.

Discusses, in the form of a letter, the confusion of educators and teachers about basic mathematics. The problem with dictionary definitions for basic terms such as 'multiplication'; The incorrect answers that one can reach, by an incorrect understanding of multiplication; The need to teach understanding, rather than just rote memorization.

Explores the need to view teacher training as one continuous process and to identify individuals responsible for that process who are simultaneously associated with the schools and with the universities. Importance of the collaboration between K-12 educators and university faculties.

Offers advice for student teachers. Aspects of field experience, including observation, interaction with students and cooperating teachers, and experimentation; Importance of spending time with marginalized students and finding one's voice as a teacher; Statement that teachers should learn to critique their own work.

Analyzes the Michigan Educators' Exchange Opportunities Abroad Program (MEEOAP). Purpose of the program; Views of participant Sharon Lewis; Requirements of hosts and guests for the program; Attendance at preparatory meetings; Number of exchange programs available; Travel involved; Orientation sessions; Costs; Sharing the experience with students and colleagues; Coordination of the program.

The article focuses on the use of web logs (blogs) and wikis in education. Descriptions of how blogs and wikis are created and used by students and educators are given. Various websites are listed in the article which provide information to educators on how to set up and maintain their own blogs and wikis. The websites mentioned are sponsored by a variety of organizations including San Diego State University, the company Ocean Optics and the Department of Education and Training of Western Australia.