This article presents an Australian case study of the experiences of curriculum workers involved in professional development for primary school teachers in the New Social Studies and their perceptions of the curricular and pedagogical challenges facing those teachers in the 1970s and 1980s. It draws on data gathered primarily through "oral…

The Tongue River Elementary School in Ranchester, Wyoming, has faced the friction of bringing in students from other schools, school district consolidation with no written curriculum, and low test scores. How the school survived and prospered is described. (MT)

This study was conducted in a large urban school district. Fifty-nine elementary schools, designated as Fine Arts Schools by the district, were organized as a Fine Arts School Network. The school district partnered with an external arts organization to deliver research-based, consistent and collaborative professional development to art, music,…

At the Northview Elementary School in Manhattan, Kansas, the position of Assisting Teacher was developed to help teachers handle their work load. The position is filled by an experienced teacher who teaches half time and assists at the building level, with individual teachers, and in professional growth and development the rest of the time.…

Introduces a three year project on the investigation of science assessment. Explains the approach that teachers used in studying the standards, then building a grade-specific unit. Focuses on Content Standard D of the National Science Education Standards (NSES). (YDS)

Outlines the author's experience at the Papua New Guinea Education Institute delivering in-service professional development programs to teachers who were implementing the country's new curriculum. Explains the notion of the "bridging years," when children in Papua New Guinea develop skills and knowledge in two cultures and two languages.…

Provides insight into a school's experience of improving its science with the School Innovation in Science (SIS) project. Describes major elements and critical parts of the SIS project. Discusses outcomes of the project in primary schools, teachers' open responses from the component mapping survey, and understanding the change process. (KHR)

Five teachers of the year answered a questionnaire about their views and beliefs. Teachers answered questions about the process of relating the classroom to the real world, professional growth and educational leadership, changes in the curriculum, and the rewards of teaching. (DG)

This study investigates how successful the Urban Alternative Preparation Program (UAPP) integrated mathematics/methods sequence was at changing the beliefs and practices of preservice teachers in the program. The program is grounded in constructivist learning theory and promotes practices that support that perspective. A group of eight students…

Discusses supporting factors necessary for teacher professional growth and issues of concern that are evident during one primary teacher's implementation of a unit that used constructivist pedagogical strategies. Support factors for teacher growth are found to be an appropriate program of professional development, teacher understanding of the…

Explains an organizational development program called "Celebrate What's Right in the World," a program which espouses the belief that educators need to look within for the motivation to do their jobs well. Contends that administrators must provide these four essential resources that enhance literacy goals: time, trust, staff development, and…

Presents a review of approved states' proposed Reading First implementation plans. Notes the International Reading Association had three major areas of concern relating to the application process: selection of curriculum materials, selection of assessments, and determination of eligible professional development providers. Finds that interviews…

This report provides guidance and information on resources to assist elementary schools, parents, community members, and policymakers in implementing a systemic approach to standards-based education. It makes clear recommendations on how schools can achieve a coordinated system in which standards, assessment, accountability, and curriculum are…

This case study reports on the development that resulted when a Canadian elementary school teacher explored multiple intelligences theory and used it as a guide in curriculum planning and curriculum practice. The critical self-reflection made the teacher more adept at integrating many aspects of her professional knowledge. (SLD)

Describes a Saint Louis elementary school's successful application of Howard Gardner's multiple intelligences theory. What began as a discussion of the nature of intelligence has resulted in a revised curriculum, varied instructional techniques, alternative assessment (using a combination of portfolios, progress reports, profiles, demonstrations…