Teacher-talk is a key tool for engaging students in learning. This report examines a process whereby data was used to support teachers in reflecting on their teacher-talk. The context for the study was a small rural New Zealand area school with predominantly Maori students and staff. Emphasis was on strategies that engage, in particular, Maori…

The Effective Teaching Framework (ETF) initiative was designed to provide a common language and lens for understanding the skills, strategies, and resources needed for teachers and school leaders to create an optimal learning environment for all students. ETF training consisted of six full days of training for principals, assistant principals…

For many states, it's been a long struggle to fund positions dedicated to helping schools integrate technology. But in Virginia, thanks to the state's forward thinking educational leaders and lawmakers, every school division has its own team of technology-integration specialists. It started with the No Child Left Behind Act of 2001 and the…

Suggestions for beginning special education resource teachers are summarized in eight general categories: district policies, time lines, regular educators, other resource teachers, assessment, materials, parents, and the students. (CL)

Resource teachers (N=420) in grades 1-12 identified 32 competencies for effective resource teachers including knowledge and skill in employing a variety of methods for teaching reading, ability to deal effectively with personal/professional frustrations, ability to communicate with parents, and knowledge and skill in behavior management…

The article reviews recommendations of a British government report on educational opportunities concerning the role of of support teachers working with special education students. (CL)

Developmental teachers, key members of the special education school team, provide assessment and consultation services and help in mainstreaming. Inservice training via the andragogical (discovery) method is a critical part of the program. (CL)

A resource teacher of gifted students describes the role and benefits of mentors from the community. Examples are given of mentors' contributions to research skills, creative problem solving, and self-directed learning. In addition, volunteers help in the classroom and provide support during budget hearings. (CL)

Resource programs are an outgrowth of recognition that special classes have been largely ineffective for many handicapped children. Resource teachers offer both direct and indirect services via assessment, programing, and consultation. Despite potential difficulties in maintaining gains in a mainstreamed child, resource rooms are cost effective…

The authors offer guidelines for the support teacher's role in helping classroom teachers meet the needs of the gifted/talented. Among the 15 points made are that the support teacher should convey feelings of respect for the teacher's job and the importance of the teacher's role with the child. (SBH)

Thirty-five resource elementary and secondary resource teachers identified as major difficulties of their positions lack of inservice training to acquaint classroom teachers with the role of the resource room program, conflicts with regular class teachers, lack of funds and materials, and excessive paperwork. (CL)

When regular class teachers and school staff realize that a gifted program can be of service to them, the program has the best chance for success. Among ways to create that ownership are involving staff in program planning and inservice, using their talents, and involving parents and community members. (CL)

A learning resource teacher reviews some of the current articles (especially concerning aspects of reading) in the learning disabilities journals related to research and the utilization of this information in the resource classroom setting. Concern is expressed regarding cuts in funding for research. (Author/CL)

The article describes the diagnostic prescriptive teacher program, an organizational model designed to provide help within the regular classroom for children with mild learning problems. The key to the program is the diagnostic prescriptive teacher, a school-based specialist who combines diagnostic and consultative work in assisting the regular…

The author describes the range of services and duties of resource room teachers for handicapped students. Many conceptions favor the role of teacher consultant and emphasize needed skills in communicating with and demonstrating for peers. (CL)