Educational Leadership - February 2010

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ments and standards play into curricular decisions? How do schools decide which subjects are essential, and how do they ensure that nontested subjects, such as the arts, foreign languages, and social studies, have a place? How can schools address the need to increase achievement in STEM subjects (science, technology, engineering, and math)? This issue will address the standards movement, interdisciplinary learning, the question of curricular breadth or depth, the teaching of essential knowledge and skills, and the need for a well-rounded curriculum. We welcome international contributions and real-life stories of how schools and districts have reinvigorated their curriculums. Deadline: October 1, 2010

April 2011
Safe Passages:
The Transition Years

Certain years in school mark times when students move into a more challenging learning landscape. This issue looks at how teachers can support students at key turning points: the transition into the first year of formal schooling, into 4th grade, into middle school, and into high school. What practices or structural designs—such as looping, multiage classrooms, and K– 8 schools—ease these transitions? How can educators keep the gains students make in preschool programs from fading as they enter elementary school? How can we help students manage the transition from learning to read to reading to learn? How can we meet adolescents’ social needs as they move into middle school and keep them on track in the linchpin 9th grade year? Deadline: November 1, 2010

May 2011

Schools, Families, Communities This issue will look at how schools can best reach out to students’ families and communities. What supports can schools provide to help maintain a healthy, safe environment for learning? How can schools encourage parents— including parents from minority and