Cover Photos ©
Photo Researchers, Inc., and David Grossman
ON THE COVER
If research on the brain and reading is to become productive, Gerald Coles argues, what we need to do is discard fundamental assumptions that have not been validated. He offers details of the problems with "brain glitch" research, which he regards as a danger in the classroom.
344 Danger in the Classroom: 'Brain Glitch' Research and Learning to Read, by Gerald Coles
DEPARTMENTS
338 THE EDITOR'S PAGE,
Welcome to the Literacy Club
339 WASHINGTON COMMENTARY, From School to Rewarding Work, by Anne C. Lewis
341 STATELINE, AYP: The New Purple Pill for the
Slower Learner,
by Kathy Christie
409 TECHNOLOGY, English Learners and Machine Translation,
by Royal Van Horn
411 IN CANADA, Doing It Daily,
by Heather-jane Robertson
413 RESEARCH, We're Number Two!, by
Gerald W. Bracey
415 COURTSIDE, Above the Law?,
by Perry A. Zirkel BACKTALK, Inside
Back Cover
January 2004 * Volume 85 * Number 5
FEATURES
A SPECIAL SECTION
ON TESTING
In the wake
of No Child Left Behind, testing is on the rise across the U.S.
This special section explores one state's measured response,
looks at testing in math and in writing, considers varieties
of racial and ethnic bias, and examines the mindset of those
who are the most test savvy.
352 Turning the
Accountability Tables: Ten Progressive Lessons from One 'Backward'
State, by Chris W. Gallagher
361 The Test Mess, by Mark F. Goldberg
367 The Mathematics
Assessment Collaborative: Performance Testing to Improve Instruction, by David Foster and Pendred Noyce,
M.D.
375 National and State Writing Tests: The
Writing Process Betrayed, by Edgar H. Schuster
379 Test Scores by Race
and Ethnicity, by
Kenneth Carlson
381 Standardized Tests: Whose Standards Are We Talking
About?, by Rita Platt
383 TestThink, by Nelson Maylone
STANDARDS FOR
EARLY EDUCATION
The early
learning standards movement must be judged, the authors claim,
not only for its immediate consequences but also with an eye
to its future impact.
388 Early Learning Standards: Changing the Parlance and Practice of Early Childhood Education?, by Sharon L. Kagan and Catherine Scott-Little
NO CHILD LEFT
BEHIND
U.S. Rep.
Tom Allen (D-Me.) argues that the No Child Left Behind Act works
special hardships on the states that have done the most to reform
their schools.
396 No School Left Unscathed, by Tom Allen
PROFESSIONAL
DEVELOPMENT
398 The Heart of
the Matter: Coaching as a Vehicle for Professional Development, by Susan M. Poglinco and
Amy J. Bach
401 An Innovative Professional Development Program for Urban Teachers, by Michèle Foster
PERFORMANCE PAY
The main
problem with performance pay, Mr. Solmon says, is agreeing on
a definition of "fairness."
407 What's Fair About Performance Pay?, by Lewis C. Solmon
