Best-selling author and educator Donald Graves draws on his experiences as student and teacher to discuss immersing oneself in a subject with students, listening to student perspectives, encouraging students to describe what works for them, teaching by showing, being honest with students, and focusing on one thing a student can fix to improve his…

Describes extent of out-of-field teaching and negative impact on teachers and students. Suggests that out-of-field teaching is the result not of an inadequate supply of qualified teachers, but of expedient assignment decisions by school principals. (PKP)

Stories by three veteran teachers about their collaborative mentoring relationships with beginning teachers that resulted in all three veterans being revitalized by the experience. Draws implications for administrators and mentors. (Contains 34 references.)

Educational leaders are often asked how to reduce the alarming percentage of new teachers who leave the profession when their careers have barely started. But an equally important question--and one that is rarely addressed--is, What can be done to keep effective veteran teachers from retiring when schools need their wisdom, insight, and maturity?…

The career academy experience challenges the assumptions of traditional high school about the role of schooling for students career and college transitions and stresses contextual and integrated teaching. This alternative educational approach encourages teachers to focus more collectively on preparing students through their curriculum,…

Work-family conflict was investigated among 187 Israeli women teachers to better understand relationships between teachers' professional and family lives. The research examined perceived importance of work and family roles and effects of stress and support variables on W->F and F->W conflict. Additionally, effects of teachers' years of experience…

The authors examined perceptions of the motivation concept among 69 teachers and 77 counselors from Israeli secondary schools. Participants responded to 3 questionnaires that the authors constructed for this study on the basis of goal theory (e.g., C. Midgley, 2002). The authors also interviewed 10 counselors and 10 teachers. Results showed that…

In this paper, we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and…

In this article, the author recounts her experience, through three practices: collaboration, inquiry, and reflection, when she first encountered the practice of Critical Friends Groups (CFGs) and describes how she creates a CFG-inspired learning environment. As a middle-school principal, she has found that the three practices--collaboration,…

This study surveyed 103 professional K-12 educators representing rural and urban independent school districts in north central Texas concerning educational technology perceptions and its use in their classrooms. Descriptive statistics were utilized to describe participants' responses to survey items. A chi-squared cross tabulation (3X3) table was…

Many Alaskan schools are located in extremely remote or "fly-in" places. These geographical extremes affect the recruitment and retention of teachers to remote rural schools. Through a partnership between the Southwest Region School District of Alaska and the Department of Education at Alaska Pacific University (APU), 14 pre-service…

This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools in the State. This population was made up of 147 rural schools and 110 urban schools. It was also made up of 12 single sex…

This paper illustrates an approach for Direct Instruction (DI) practitioners and researchers for enhancing the value of DI implementations beyond that obtained through student test performance alone. The importance of such enhancements is based on perspectives from scale-up research linking intervention value with sustainability. In this study,…

This article describes 1st-year experimental effects of a large-scale reform providing professional development to elementary school teachers to implement an extended, inquiry-oriented science curriculum. Known as "immersion teaching" because it "immerses" teachers and students in the full cycle of scientific inquiry, this…

This article is part of a larger study that is the first to blend qualitative and quantitative methodologies in examining induction programmes in New Zealand primary schools in low-socioeconomic areas. New Zealand induction is nationally funded, but schools are self-managing, so schools create their own support programmes. This research interprets…