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Although older and younger generations unfailingly tend to disagree on values and are inclined to perceive one another with a degree of skepticism and disapproval, it is an unmistakable reality that because of technology today’s youth are approaching life differently than previous generations. It is also clear that today’s Millennials are tomorrow’s leaders. How then do we help facilitate the leadership capacity of today’s youth? This article documents a year-long research study of university students’ perceptions of the factors that characterize effective teaching and learning, in general, and more specifically, leadership education. The data suggests that traditional approaches to teaching will likely be met with resistance. A leadership education model for the Millennials detailing the purposes and content, along with strategies for teaching and learning is presented.

Many students live in a constantly changing, fast-paced, technological world that includes instant access to music, videos, images, information, and friends. The hours they spend in school, however, most often do not reflect a similar environment. Rather, they are often subjected to obsolete curriculum content, outdated textbooks and equipment, and antiquated teaching methods. Can the appropriate integration of technology, specifically, Student Response Systems (SRS), in the classroom positively affect learning and engagement? The purpose of this article is two-fold: to describe an action research study designed to assess the impact of the use of SRS upon middle-school students' learning and engagement; and secondly, to suggest that teachers might further enhance student learning and engagement by utilizing classroom technologies such as SRS as a replacement for the paper-pencil pedagogies of the 20th century.

The decade of the 1980s was unique for the sheer quantity of education reform reports and legislation. Virtually every state enacted education reform legislation, including reforms of teacher education, licensing, and comprehension. According to Darling‐Hammond and Berry, over 1,000 pieces of legislation related to teachers have been drafted since 1980, and “a substantial fraction have been implemented.” As I discussed in my 1989 RSR article, “Five Years after A Nation at Risk: An Annotated Bibliography,” two waves of 1980s reform reports were identified in the enormous body of primary and secondary literature dealing with education reform. The reform publications of the early 1980s stressed improvements in curricular standards, student performance outcomes, and changes to the education programs, such as salary increases, teacher testing, and stricter certification requirements. The second‐wave reform publications emphasized more complex issues centered around the concepts of restructuring the schools and teacher education programs, as well as empowering teachers to become more involved in curriculum and governance issues.