September 2000
How to Differentiate Instruction
In differentiated classrooms, curriculum appeals to different learning modalities and interests, and teachers present instruction for students with varied rates of learning and readiness levels.
We are looking for articles that tell how to differentiate process, product, and content. Among topics: using learning contracts and centers; designing portfolios, projects, learning problems, and assessments; finding multiple entry points into disciplines; and implementing cooperative learning and multiage activities. Given the time restrictions, how do you differentiate instruction so that all learners succeed?
Deadline: April 1, 2000
October 2000
Teaching the Information Generation
This issue will explore how educators are adapting to meet the needs of the "I-Generation"—students who are at ease with the computer, the Internet, and the digital world. What are the implications for curriculum and teaching strategies? How do schools and districts address equity issues? What are exemplary models of technology integration? What are the drawbacks? From textbooks to e-books, how is technology transforming our classrooms, schools, and strategies for teaching and learning?
Deadline: May 1, 2000
November 2000
The Science of Learning
What does research in neuroscience, psychology, and cognitive development tell us about how students learn? As we end the Decade of the Brain, what have we learned about how students perceive, remember, attend to, and communicate new information and skills? What are the implications for the teaching of reading, art, science?
Among topics: the brain and early learning, the role of practice in reenforcing memories, multiple approaches to understanding, stages for learning, and emotional intelligence. We also seek articles on understanding learning disabilities. How do we instruct students with dyslexia, attention disorders, and other problems?
Deadline: June 1, 2000
December 2000/January 2001
The Changing Context of Education
More impoverished students, a graying teacher population, and powerful computers—the pace of change influencing schools is accelerating. In this issue, we'll bring together different perspectives on key changes affecting schooling, including: student demographics; changes in family structures; school financing and equity; the education of special populations; standards and testing; teacher and administrator supply and quality; new technologies; and the expansion of learning opportunities outside traditional schools. Articles should include recent, reliable data. How can educators use data to improve school programs?
Deadline: July 1, 2000
February 2001
Evaluating Educators
How do we encourage professional growth while also ensuring competence? We're interested in effective models for evaluating educators at all levels and career stages, from novices to tenured professionals. How are district evaluation systems being linked with professional standards? Who should play the role of coach or evaluator? Should student achievement data be tied to teacher evaluation? How do you deal effectively with a low-performing staff member? Other topics: professional portfolios, peer coaching, mentoring, 360-degree feedback, peer review, pay-for-performance, and national certification.
Deadline: September 1, 2000
March 2001
Helping All Students Achieve
In an era when many look to standards-based reform to raise student achievement, how do educators ensure that all students excel? What does standards-based instruction look like? What teaching strategies are effective? How can the principal and the community help increase student achievement?
The issue will also explore how to address the needs of diverse learners, including language-minority students, students with disabilities, low-income students, gifted students, and the "ordinary" student who sometimes gets left behind.
Deadline: October 1, 2000
April 2001
Beyond Class Time
How do students spend their time before and after school? Who ensures that activities are safe, productive, and enjoyable? How do teachers extend their influence on students to out-of-school hours?
How do extracurricular programs find facilities and materials, handle financing and staffing, meet government and accreditation requirements, and choose the program's focus—child care, recreation, remediation, enrichment, character development? How can we achieve equity in the quality of programs offered in low- and high-income communities? Do traditional after-school activities—free time, homework—still have a place? What effect does increased government funding of after-school programs have?
Deadline: November 1, 2000
May 2001
Who Is Teaching Our Children?
How can we enlarge the pool of potential teachers and encourage nontraditional candidates to commit to the profession and veteran teachers to remain in their classrooms? Do teachers mirror the diversity of their students?
This issue will consider the different paths that lead to the classroom. Among topics: second-career teachers; formal programs; provisional and emergency certification; and outside-of-field teaching. We will look at the roles of special teachers, paraprofessionals, support staff, parents, and volunteers.
Deadline: December 1, 2000
Guidelines for Writers Available
We look for conversational manuscripts (1,500–2,500 words) that are helpful to practicing K–12 educators. "Guidelines for Writers of Educational Leadership" are available at www.ascd.org or by fax. After Jan. 15, 2000, a brochure will be available for mailing. Call the ASCD Service Center at 800-933-2723, then press 2. To submit a manuscript, send two copies to Editor, Educational Leadership, 1703 N. Beauregard St., Alexandria VA 22311-1714.
