Search

People who emphasize teaching quality and the central importance of teachers are right to do so. Where some go wrong is in thinking that teacher quality is an innate characteristic. The effectiveness of a teacher is not some inherent competence, as the phrase "teacher quality" suggests. Teacher effectiveness is contextual. Why has the topic of teacher quality suddenly reached such a crescendo? Education reform has been on the national agenda since 1983, the year of "A Nation at Risk." Only in the last few years has the teacher quality issue risen to the top. The author suggests it may be reform fatigue, possibly desperation. We are blaming teachers because of our disappointments with the results of our reforms. This article discusses the history of misguided school reforms and the problem with value-added teacher evaluation. The author has witnessed over and over that in a coherent school, most teachers can become highly effective.

Most of today's reading programs rest on faulty ideas about reading comprehension. The author argues that comprehension is not a general skill; it relies on having relevant vocabulary and knowledge. He explains the need for a fact-filled, knowledge-building curriculum. He suggests that states should adopt a common core curriculum that builds knowledge grade by grade in order to serve all children to the best of one's ability and to increase reading achievement. (Contains 16 endnotes.)

Tests of academic progress such as those enforced by No Child Left Behind Act are the only practical way to hold schools accountable for educating all children and are therefore essential to the twin aims of quality and fairness. Many of the complaints against the No Child Left Behind law pertain to the supposedly harmful influence of intensive preparation for the standardized reading tests. These objections seem justified only because there is a lack of fit between the kind of education that promotes significant progress in reading and the kind of education that the schools have currently devised in their unsuccessful attempts to raise scores on reading tests. In this article, the author outlines some of facts about reading tests that are not widely known yet but are needed to be familiarized by parents, teachers, and citizens who are interested in educational improvement. The author shows how standardized reading tests can foster a rich and formative education that meets the requirements of adequate yearly progress for all groups with flying colors. (Contains 10 notes.)

In the authors' response to the other articles in this special series, they acknowledge the dilemma that chronic teacher shortages and recent demands for a quality teacher for every child pose for securing sufficient numbers of special educators. We provide information about current policies and programs that states and districts are implementing that hold promise for improving the supply of qualified special educators. Although we recognize the potential effectiveness of individual strategies, such as induction programs, we emphasize the importance of a comprehensive, statewide reform effort as the most viable mechanism for resolving teacher shortages.

The kindling paradigm provides a powerful tool for studying the generation, propagation and generalization of seizures. Such reproducible quantitative paradigms are a prerequisite for the experimental study of epilepsy in the developing brain. Kindling has been extensively utilized as a model of limbic seizures in the adult rat; amygdala short-interval kindling has been studied in > or = 15-day-old rats. We applied the short-interval kindling method, i.e., stimulation at every 15 min, to 7-12-day-old rats. Stage-5 behavioral seizures were achieved even in 7-day-old rats; however, the progression of behavioral kindling differed somewhat from that of older rats. Correlation of electrographic discharges and behavioral phenomena was inversely related to age. Reliable progressive amygdala discharges were difficult to assess in most < or = 10-day-old rats. Spontaneous seizures occurred relatively frequently in younger age groups. The amygdala short-interval kindling paradigm is reproducibly and reliably applicable to rats during the 2nd postnatal week. The presence of progressive focal to bilateral-generalized seizures suggests a significant functional maturity of the amygdala-limbic circuitry at this age.

Lithium is known to potentiate the ability of pilocarpine to induce status epilepticus in rats. The goal of this study was to determine whether lithium could potentiate pilocarpine-induced seizures in developing animals. Behavioral, electroencephalographic (EEG), and histopathological changes induced by systemic administration of lithium (3 meq/kg) followed 20 h later by pilocarpine (3, 10, 30, 60 mg/kg) were studied in 3-30-day-old rats. Lithium followed by pilocarpine (30 and 60 mg/kg) induced hyperactivity, tremor, loss of postural control and scratching but no electrographic seizures in 3-8-day-old rats. In the 7-10-day-old animals pretreatment with lithium and pilocarpine 60 mg/kg induced status epilepticus with sustained myoclonus and continuous bilateral synchronous spike and sharp wave, but doses of pilocarpine lower than 60 mg/kg had no effect. The susceptibility to lithium-pilocarpine-induced status epilepticus increased markedly during the third postnatal week of life. During this time period, rats treated with lithium (3 meq/kg) plus pilocarpine 10 mg/kg exhibited behavioral and EEG manifestations of status epilepticus. The same combination of lithium and pilocarpine failed to induce status epilepticus either before or after the third week of life. Histopathological analysis of the brains of the animals used in these studies failed to demonstrate the widespread damage reported in adult rats that have undergone lithium-pilocarpine-induced status epilepticus.

Clinical and experimental data suggest that the role of corpus callosum in epilepsy includes synchronization, spread, excitation and inhibition. Section of the corpus callosum (SCC) is known to be a useful therapy in selected types of generalized epilepsy, i.e., tonic, atonic and generalized convulsive seizures, but not partial seizures which may be exacerbated by this procedure. The goal of this study was to determine the effect of SCC in the kainic acid (KA) model of limbic seizures in rats. Using several doses of KA (2.5, 5 and 10 mg/kg) injected systemically, we found a potentiation of the behavioral, electrographic and histological effects of KA in the SCC group of animals compared to the sham-operated control rats. A low dose of kainic acid (2.5 and 5 mg/kg) induced status epilepticus in the SCC animals, but not in the sham-operated control rats. These data demonstrate that in the KA model of temporal lobe seizures, SCC not only fails to protect, but actually intensifies seizures. This finding is compatible with the hypothesis that there is an inhibitory influence, via the corpus callosum, of the non epileptic neocortex on its contralateral homologue in the kainic acid model.

The neuroanatomical substrate of seizures induced by picomolar amounts of corticotropin-releasing hormone in infant rats was investigated. Electrographic and behavioral phenomena were monitored in 42 rat pups aged 5 to 22 days. Rat pups carried bipolar electrodes implanted in subcortical limbic structures, as well as cortical electrodes and intracerebroventricular cannulae. The administration of corticotropin-releasing hormone produced age-specific seizures within minutes, which correlated with rhythmic amygdala discharges. Paroxysmal hippocampal and cortical discharges developed subsequently in some rats. Corticotropin-releasing hormone-induced electrographic and behavioral seizures originate in the amygdala.

"If you want to be able to read with comprehension, you must become knowledgeable about the topic. The more relevant knowledge you have, the less it matters whether the text is complex or not," write Hirsch and Hansel in this article. Research has shown that a student who has extensive background knowledge of a topic will find it easy to comprehend a text on that topic, no matter how complex the writing. On the other hand, even a skillful reader will have trouble comprehending a text on a topic that he or she knows nothing about. The Common Core State Standards in Language Arts and Literacy have acknowledged the importance of content knowledge to reading comprehension by recommending that schools implement a carefully sequenced, domain-based curriculum that expands and deepens students' knowledge as they progress through school. The authors describe how the K-3 curriculum developed by the Core Knowledge Foundation (available for free download) can help schools achieve this goal and transition to the new Common Core standards.