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. 85, No. 4, December

A Clear Vision for Equity and Opportunity
Educators work very hard to help students solve the cognitive problems that impede their learning. Sometimes, the authors argue, it's the problems we can't "see" that need to be fixed first. TWO OF THE most pressing issues in education today are...
Advancing Excellence in Technological Literacy
The Technology for All Americans Project has published two documents that present standards, benchmarks, and guidelines for the reform of technology education. Here, the project staff members summarize the standards and comment on how they support...
A Pernicious Silence: Confronting Race in the Elementary Classroom
Glossing over issues of race in the classroom or pretending that they don't exist does not accord with what even very young children know to be true. Ms. Polite and Ms. Saenger maintain that it is much healthier for everyone when race can be freely...
Breaking the Silence: White Students' Perspectives on Race in Multiracial Schools
Many white students feel uncomfortable talking about "racial" topics, Ms. Lewis-Charp reports. She shares the findings and implications of a study of how students in multiracial schools relate to one another across racial, ethnic, and socioeconomic...
COURTSIDE: Restitution: Another Two-Way Street in School Cases?
ON 16 October 2000, a staff member at Southland High School, which is in a small town in southeastern Minnesota, discovered a bomb threat scrawled with a marker on a mirror in the boys' bathroom. The administration immediately evacuated the school...
Don't Know Much about History-Never Did
Surveys of students' knowledge of history are guaranteed to produce hand-wringing and accusations of appalling ignorance. Mr. Paxton challenges both the validity of such surveys and the assumption that today's students know far less than those of previous...
Everything Works
Apart from devoting years to research studies, how can schools and districts determine whether a program they are considering will work for them? Mr. Goldberg describes the conditions that must be in place for any program to succeed. SOME PEOPLE...
From Rhetoric to Reality: The Case for High-Quality Compensatory Prekindergarten Programs
The No Child Left Behind Act requires all children to reach proficiency in reading and mathematics by 2013-14. But this goal is based on the erroneous assumption that all children start school ready to learn. If we are to succeed in closing the achievement...
Opportunity to Learn and the Accountability Agenda
When failure to pass a test can result in retention, mandatory remediation, or the denial of a diploma, making sure that all students have had a real opportunity to learn the material tested and to demonstrate their learning becomes paramount, Mr....
Principles, Impracticality, and Passion
Perhaps teachers should not be putting so much effort into finding "practical" ideas for teaching and learning, Mr. Olson suggests. By doing so, they may unwittingly be playing into the hands of the politicians and corporate leaders who want to control...
RESEARCH: Tracking, by Accident and by Design
MOST American educators are aware that Japanese schools don't track students until high school and that German schools track children from birth (just kidding, it's actually fourth grade). Readers of this column also know that German educators have...
STATELINE: Raising the Bar for Technical Assistance
ONE piece of the No Child Left Behind (NCLB) Act requires states to have in place a system or policies for the provision of technical assistance to low-performing schools. Not only must states meet this requirement, but they must also somehow provide...
TECHNOLOGY: Seasonal Shoppers' Guide
THE YEAR that's about to end was a banner year for new technology. Many long-envisioned devices became reality during 2003, and several cutting-edge technologies matured. What's more, prices for some great items fell dramatically. It's hard to believe...
THE EDITOR'S PAGE: What Do Our 50-Somethings Know?
NOT MANY of the books that cross my desk find a home in the limited shelf space of my office. But one that has justified its occupation of that scarce real estate is What Do Our 17-Year-Olds Know?, by Diane Ravitch and Chester Finn, Jr. I keep it because...
The Yellow School Bus Project: Helping Homeless Students Get Ready for School
In this time of widespread reductions in welfare and social service assistance, communities need to find creative ways to help their neediest members. Ms. Vissing describes a model collaborative effort in Durham, New Hampshire, that preserves the dignity...
THOUGHTS ON TEACHING: Same Story, Different Century
TO THIS DAY, I cannot stand Sally. In your first-grade reader she may have been called Jane or Susie. No matter the name, those little girls were all the same. Perfect. Sally never punched, teased, or otherwise tormented her brother. Ted never used...
Universities and Public Schools: Are We Disconnected?
Prospective teachers in Texas focus on learner-centered practices in their university courses. Then, as Ms. Morrison and Ms. Marshall discuss, when they arrive at their field placements, they may find that their mentor teachers are not using those...
WASHINGTON COMMENTARY: A Continuing American Dilemma
FOR MOST Americans, December 7 is a date that serves as a reminder of the beginning of a horrific conflict that thrust us forever onto the world stage. World War II changed our economy, our society, and what we thought of ourselves and of our values....
WEB WATCH: Electricity and Electronics
THE WEB offers teachers of science and technology a variety of resources dealing with electricity and electronics. The information available on the sites listed below ranges from basic beginning concepts to advanced theories in physics and consequently...
What American Schools Can Learn from Hogwarts School of Witchcraft and Wizardry
Since they first appeared on these shores in 1997, the Harry Potter books have been lightning rods for criticism and praise for a variety of reasons. But since they are set in a school, what do they say about education? A mother and daughter share...
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