Phi Delta Kappan

Founded in 1915, the Phi Delta Kappan is a professional policy journal for K-12 educators and is owned and published by Phi Delta Kappa International. Also referred to as the Kappan, the journal runs concurrently with the U.S. school year, with issues being released September to May and a combined December/January issue. The Kappan's editorial headquarters are located in Bloomington, Ind.The Kappan has a circulation of 33,000 subscribers and publishes articles directed to an audience of K-12 teachers, principals, superintendents, school district administrators and professors. Founded in 1906 to serve all members of the educational community, the journal's owner, Phi Delta Kappa International, maintains a large network of campus-based chapters with members in the United States, Canada, Europe and Asia. Articles within the journal primarily address issues related to educational research, service and leadership. Examples of specialized topics within these articles include information on inclusion, class size, testing, tenure, professional certification and alternative school systems. In addition to featured articles, each year the journal publishes results of the Phi Delta Kappa International "Gallup Poll of the Public's Attitude Toward the Public Schools."In June of 2010,the APEX 2010 Awards honored Phi Delta Kappan's Editor-in-Chief, Joan Richardson, and Design Director, Carol Bucheri, for Publication Excellence. Richardson received a Grand Award for her Kappan column, "The Editor's Note," and Bucheri received an APEX Award of Excellence in the Best Redesigns category–an award category that includes highly competitive submissions from a wide range of professional journals, newspapers, newsletters, annual reports, brochures and websites. The Editor-in-Chief of the Phi Delta Kappan is Joan Richardson. David M. Ruetschlin is Managing Editor and Carol Bucheri is Design Director.

Articles from Vol. 77, No. 7, March

A Constructivist Perspective on Teaching and Learning Mathematics
Teachers who begin to base their practice on principles of constructivism should not expect to develop a finished repertoire of behaviors that, once achieved, will become routine, Ms. Schifter warns. There is no point of arrival, but rather a path that...
A Renaissance in Mathematics Education Reform
Can we really carry out large-scale, high-quality professional development that will empower teachers to transform their teaching so that all students become mathematical thinkers? The authors' experience with the Middle Grades Mathematics Renaissance...
A Right to Counsel?
In October 1989 Jackie Killingsworth, a third-grade teacher at Whitehills Elementary School in East Lansing, Michigan, telephoned Nancy Newkirk.(1) Killingsworth informed Mrs. Newkirk that her son, Jason, was having difficulty interacting with other...
Growing Pains in Higher Education
The latest edition of Key Data on Education in the European Union provides the reader with a valuable overview of European education in the early years of this decade.(1) In particular this publication contains information related to general trends and...
Learning by All
Through a longitudinal investigation of the ways policy makers and practitioners in three states think about curricular reform in elementary mathematics and literacy instruction, the authors have been trying to find out just what it would take to make...
Learning Together: The Challenge of Mathematics, Equity, and Leadership
The authors describe a project that has gone further than most in developing the new knowledge, habits of mind, and individual and social resources that will be needed for reform to persist and prosper. It has been neither easy nor fast - but significant...
Making Multimedia, Part I
If you are not tenacious, single-minded, conniving, and persistent, don't even think of undertaking a serious multimedia project - at least not by yourself. But if you have these qualities, read on. For over a year, I have been in the process of creating...
Reform of and as Professional Development
Reform-minded professional development imposes the heavy burdens of coping with the uncertainties of change. The good news, according to Mr. Sykes, is that educators are beginning to turn their creativity toward teacher learning and to develop promising...
Removing Obstacles from the Path of Reform
It's March, and there is so much to beware of. State legislative sessions are now nearly a month old, governors' state-of-the-state addresses and budget messages are out, and mixed bags of problems and solutions for education abound. One wonders if English...
Teacher Learning and the Mathematics Reforms: What We Think We Know and What We Need to Learn
The work of professional development is as uncertain as practice itself, Ms. Ball points out. Our challenge is to experiment, study, reflect on, and reformulate our hypotheses. All of these are necessary if we are to successfully engage a wider community...
The Impact of Early Intervention
In other columns I have suggested that the 123 children (now 28 years old) who participated in the Perry Preschool Project should be declared national treasures, for they represent almost the only available evidence of the long-term effects of good early...
Words about the Future
It is mostly political rhetoric, I know. But the justification for decisions on the federal budget - that they are "to save the future of our children" - is so cynical that I wince every time I hear it. Those who indulge in such symbolic semantics talk...
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