This research examines teachers' perspectives of a summer research experience for urban science teachers at an urban university with an ongoing commitment to support under-resourced schools. The program is a collaboration between the Colleges of Engineering and Education, and was developed to support urban science teachers' understanding of…

Qualitative study of Muslim women learning leadership according to the principles of Transformational Learning Theory. Eleven women participated in two-part process for data collection: diaries for daily reflections and focus-groups for collection narrations of leadership. Findings will inform a contextual description of Muslim women learning…

One of the greatest challenges that community colleges face in their efforts to increase graduation rates is improving the success of students in their developmental, or remedial, education programs. This literature review seeks to examine research on developmental education strategies and reforms and identify the most promising approaches for…

In week-long semesters in the summers of 1997, 1998, and 1999, the 6APT (Summer Institute in Computer Science for Advanced Placement Teachers) project taught 240 high school teachers of Advanced Placement Computer Science (APCS) about gender equity in computers. Teachers were then followed through 2000. Results indicated that while teachers, did…

This study documents the type of support and professional growth science teachers gained as they implemented technologies from summer institutes. Teachers and staff maintained communication after the program through a telecommunications network. This study involved 91 high school science teachers from across the country who participated in an NSF…

This study examined the short- and long-term effects of the Samford Summer Institute for Teacher Excellence (SSITE 2000), which created a climate for teacher leadership and for educators to connect with leadership resources. It investigated how two teachers and their principal networked with other school leaders, learned from successful leadership…

The Vermont Employer/Teacher Internship Program was started in 1992 as a collaborative effort to place science and math teachers in related internships in business. In 1995, the Vermont School-to-Work (STW) Initiative joined the collaboration and the goal was expanded to teachers of all disciplines. Qualified educators, whose professional…

This report discusses the outcomes of a study that drew upon the reflections and self-assessment of seven preservice teachers who served as assistants in a university-based summer program for gifted students. Of the preservice teachers, four were elementary education majors, two were early childhood majors, and one was a special education major.…

This paper is intended to contribute to the general literature on international teacher exchange in citizenship education. This paper was presented at the 48th Annual Conference of the Comparative and International Education Society on March 11, 2004 in Salt Lake City, Utah. (Methodology) The author reports on the content and evaluation of two…

There is a national trend toward using teacher teams and collaboration to solve various learning and behavioral problems. Teacher collaboration is necessary because of teacher shortages, especially in special education, and increasing diversity in student needs. Collaboration is especially important in rural schools because of the need to share…

A 2-year followup evaluation was conducted with 1 male and 19 female rural Nevada regular and special education teachers and related service workers who had participated in two summer institutes on teaching practices for students with severe, multiple disabilities and students with emotional disturbances. Telephone interviews sought to determine…

The Montana Behavioral Initiative (MBI) was developed in 1995 in response to increased incidents of student behavior problems. The intent of MBI is to improve educational environments to meet the needs of all students, including those with behavioral challenges. Each participating school conducts needs assessments and develops site-specific goals…

The effectiveness of a four-week residential summer institute, developed by the Higher Education Resource Services (HERS, Mid-Atlantic), the University of Pennsylvania, and Bryn Mawr College, to train women for administrative positions in higher education was assessed in a 1978 study and will be evaluated in a longitudinal analysis. The institute…

In summer 2000, the University of Alaska Anchorage and cooperating professional development schools organized four summer institutes to enhance teachers' cultural and subject matter knowledge. This dual focus was prompted by the new Alaska Content Standards and by guidelines for preparing culturally responsive teachers, developed by Alaska Native…