This article outlines how Master of Public Administration (MPA) and Doctor of Public Administration (DPA) programs from one university in the United States approach the integration of theory, research, and practice. The article reviews the historic missions of US public administration programs that focus on the development of public service…

This article considers the impact of a masters' level professional development course about higher education teaching on participants from a UK research-intensive university. Drawing upon in-depth interview data, this article explores the perspectives and experiences of the participants, locating their responses within broader notions of teacher…

This study explored the perceptions of ten community college visual arts faculty in five different community college settings with regard to the theory and practice disjunctures they were experiencing in their roles as instructors teaching foundational level courses within visual arts programs. The study illuminated the responses of community…

In many countries, strategies to further develop services and institutions for the education and care of young children are linked to a discourse on professionalism. Ambitious policy goals, it is argued, can only be achieved by a skilled and qualified workforce whose practice is guided by a professional body of knowledge. This article argues that…

Noting the importance of the relationship between theory and practice to the quality of early childhood education, this paper deals with two issues: (1) translating available empirical and theoretical knowledge into effective practice, and (2) what Lilian Katz's work, collectively, would then indicate for a model of teacher and caregiver…

The National Council of Teachers of English's (NCTE) Reading Initiative is a professional development process that engages teachers in a study of the theory, knowledge base, and practice of teaching reading. This work is accomplished: through long-term professional development; with the support and resources provided by an expert NCTE literacy…

This article critically examines the KS3 Framework of Objectives for FL, placing it in the context of the National Strategy for FL at KS3 (DfES, 2003b), and other policies, and relating it to a theoretical and research perspective on FL acquisition. The idea that FL teachers should be entitled to continuing professional development based on…

The Memphis Restructuring Initiative's first-year data-gathering efforts have yielded implications for policy and practice. This article discusses findings and implications in seven areas: opportunity to choose, goals and directions, professional development, "constructivist" teaching and learning, authentic assessment, disjunctures…

Very few people would disagree that the work of the principal is multifaceted, hectic, and fraught with uncertainties, and given the ongoing press for accountability, the very work of the principal as instructional leader is shifting to ensure "results." There are myriad day-to-day activities that take principals away from the important work of…

The need for accountability in school psychological services is receiving increased attention. School psychologists are now being asked to demonstrate the effectiveness of their services. Data collection procedures can improve services to clients and systems, enhance the delivery system's psychological services program, validate the need for…

As a commentary aimed toward revision of "Beliefs About Technology and the Preparation of English Teachers: Beginning the Conversation" (Swenson, Rozema, Young, McGrail, & Whitin, 2005), this paper encourages the authors to focus on the multiliteracies that technologies enable as a guiding theme rather than on technologies…

Teachers who want to act professionally need to participate in the decision making process. Sound knowledge of current theories is essential as is sound knowledge of students' needs as related to the goals of education. Of particular importance is the willingness to try out alternative approaches and to evaluate the effects of different strategies…

A constructivist practitioner's masters program in professional development (PDMA) was designed and piloted at the University of Northern Iowa. The program provides an option for pursuing a master's in education structured upon the following constructivism-focused framework of components: (1) the program is designed for experienced educators, and…

Criticizes university training in graduate programs in West Germany that fail to prepare students to utilize their university knowledge and solve practical problems in their professional positions after graduation. Focuses on training for careers in social work and educational science. Encourages intensive discussion to ameliorate these problems.…

Program and professional development staff in adult education currently employ a variety of strategies to select professional development materials, but generally lack a systematic selection approach. Selections are often based on familiarity rather than quality or how well-suited the materials are to the learning goals of instructors and the…