The need to create accessible digital materials became evident when the COVID-19 pandemic shifted nearly all learning online in 2020 and early 2021. Inspired to create professional development that was sensitive to our campus needs at a challenging time, the campus Workgroup on Accessibility Practices created an intervention in the form of a…

This paper focuses on exploring the intellectual basis for establishing an academic development program for international doctoral students in social sciences and humanities in Central Europe so as to cultivate a reflective scholarly approach to teaching early on in their academic career. The program conceptions and practices are embedded in the…

Experts Bernhardt and Hébert's latest book demonstrates strategies to ensure your entire staff works together to design, implement, monitor, and evaluate a schoolwide prevention system with integrity and fidelity. Each step in this important resource is designed to help administrators, teachers, and other educators improve the learning of every…

There has been a limited interest in examining physical education teacher educators' role and practices in embedding professional responsibility and commitment to continued professional learning for both teacher educators and pre-service teachers in a physical education teacher education (PETE) program (MacPhail, 2011) Directed by a landscape…

This paper reviews ways in which the University of Indianapolis (Indiana) utilized its professional development school (PDS) program as a vehicle for promoting inclusion of democratic ideals in the teacher education program. Three issues related to implementation of the PDS partnership are discussed: balance and shift of roles, direction and pace…

In 1990, the Sid W. Richardson Foundation Forum was established to function as a design team to consider the critical features of a professional development school (PDS) and the important principles which should be taken into account in creating and field testing the PDS concept. This report emerged from the design team's deliberations.…

Examines questions related to family and consumer sciences internships: What should be the purpose--work or learning? How should knowledge and practice be connected? and What is the role of the onsite professional--knowledge delivery or knowledge construction? (SK)

Shulman's reform proposal for teaching and teacher education, which is built on a knowledge-base assumption, is critiqued with reference to selected curriculum guidelines and their application to a preservice seminar on reflective professional development.(IAH)

In contrast to the big industrial mode of distance education, an approach to distance education called "little distance education," is described that is consistent with the traditional goals and values of creating knowledge through a critical community of learners. Discusses meeting the needs of a new market for continuing distance professional…

Many of the characteristics typically associated with an occupation that is considered a profession are not commonly associated with teaching. These characteristics include: a clearly defined, codified, and accessible knowledge base; a structured, coherent induction experience monitored by oustanding practitioners; control of training,…

This book provides a critical examination of the major issues that social work education and practice must confront if social work is to remain as a mainline profession. The book explores issues that are not normally covered in social work literature, such as the challenge of reconstructing the social work profession, the use of technology in…

In social work literature, explanations for new graduates' difficulties include role-organizational conflict, problems with learning transfer, assumptions about theory and practice, and experience of oppositions. Three modes of discourse (technical rationality, practical reflectivity, critical reflectivity) have different ideas and ideals about…

This paper describes J. Rosengren's post-final assignment and M. Harmin's truth signs activity that were incorporated into a secondary science methods course for preservice teachers. The strength of the post-final assignment is that it is a strategy for extending student learning past the end of a course and even beyond the initial teaching…

In contrast to noncollaborative relationships, collaborative partnerships have low role certainty, high work intensity, and personal and institutional interdependence. The Dayton Science Project (a university/school/community partnership to redesign and test K-12 science curriculum at 6 professional development schools) is discussed. Collaborative…

When school and college faculty are jointly responsible for new teacher induction, issues of control and status that may jeopardize collaboration can be more easily resolved. Well-designed internships last at least one year and feature interns clustered as a group and assigned to a school rather than to one teacher. (IAH)