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The White House has repeatedly said that the Clean Air Act should not be used to regulate carbon dioxide or other greenhouse gases, even though an April 2007 Supreme Court decision determined that the EPA could do so under the law. But that hasn't stopped environmentalists from trying

Welcome to the June/July issue of Innovate. This issue opens with two features that explore the characteristics, needs, and expectations of current students in higher education, followed by three features that illustrate specific examples of innovative practice. Our issue then concludes with two features that provide models of faculty development and technology-enhanced teacher education.

by Grace Rubenstein AUDIO SLIDE SHOW: Lawrence Township Narrated by Grace Rubenstein It is one thing to create change inside a classroom -- the best teachers, masters of their one-room domains, break from tradition and foster innovative learning environments all the time. A harder task, which a growing number of schools are proving can be done, is to convert an entire school to embrace new practices that fulfill the changing educational demands of our age. Then comes the next -- and the messiest -- frontier, the entity most resistant to cohesive change: the school district. Five years ago, administrators in the Metropolitan School District of Lawrence Township, in the northeast corner of Indianapolis, tackled this challenge. With a $5.9 million grant from the Lilly Endowment, a local philanthropic organization, they set out to transform the prevailing vision of what preK-12 education is for -- as one district official put it, "to meet the needs of the kids' future, and not the teachers' past." They decided that they needed to teach a modern set of skills in a student-centered way. Critical thinking, self-direction, and cultural competency, along with fluency in technology, information resources, and visual and graphic presentations. These were the elements of digital age literacy the district believed its students would need in the twenty-first century. Educating students for the new era demanded not only new content, they believed, but also new teaching methods. Teachers needed to recast themselves as facilitators, and to demand that students take more ownership of their learning. Into Focus Visit classrooms in Lawrence Township -- at least those where the change has caught on -- and you'll see kids inventing their own projects, using computers in daily work, involving themselves in community initiatives, and inquiring on their own about continued . . . 1234567next ›last » This article was also published in Edutopia Magazine, June 2007

We need to get the teacher into the game. The teacher needs to get in there and be part of the learning process, actively engaged in solving the problem with the students and learning with the students—not teaching but modeling learning with the students by functioning as an expert learner solving problems and constructing new knowledge with the students.

modeling the learning process