A college mathematics education teacher relates the experiences gained from returning to high school teaching for a year. (JMF)

By bringing his own life into works of American literature, F. O. Matthiessen clarified as well as intensified their meaning. Here, his life and work as a teacher are reviewed. (Author/RK)

Tells about leaving graduate school at Columbia University for a tenure-track position at Rocky Mountain College in Montana, where the English department had three members, and the library had only 63,000 volumes as opposed to Columbia's 6.5 million. Discusses trying to adjust professional aims. (PA)

Survey responses from 333 of 616 accounting faculty indicated that over 78% experienced teaching anxiety; 38.5% had experienced physical symptoms and 80% psychological reactions. Anxiety was associated with rank, age, teaching experience, and type of institution (doctoral/nondoctoral granting). Inexperience or lack of familiarity with the material…

Argues that to stop sexual harassment, teachers need to recognize and understand its destructive effects. Describes the author's experiences as a victim of and witness to sexual harassment. Describes five places to start for teachers to become educated about sexual harassment. (RS)

Seeks opinions from two young professors whom the author and the department's personnel and budget committee had the good fortune to hire in the class of 1996. Considers four questions that someone might ask while considering a teaching career at a two-year college. Addresses and discusses each question. (SG)

Retired superintendent describes his teaching experiences at the Juneau (Alaska) County Charter School, an alternative secondary school program for at-risk students. (PKP)

Describes guidelines used in a teaching assistant development course for the University of California, Davis' physics department, and provides examples of activities that the guidelines inspired. The development course focused on meeting both short-term course preparation goals, and long-term professional development goals. (EV)

Describes a narrative-based teacher evaluation program that includes (1) critical reflection upon a teaching or learning experience; (2) collaborative interpretation with a supervisor; (3) selection of professional goals based on the insights derived; (4) determination of ways to monitor progress toward these goals; and (5) written evaluation by…

Reviews research on effects of teaching experience on success as a school counselor. Concludes that research findings do not support suppositions that counselors with teaching experience are superior to those without it. Calls mandatory teaching experience for school counselors an unfair and unwise certification criterion. (Author/NB)

Presents an overview of the ideology, attitudes, and techniques of "Co-operative Development," an accessible and disciplined framework offering teachers the opportunity to draw on their own experience and understanding. Co-operative Development is a style of interaction designed to allow two teachers to collaborate on furthering the ideas and…

Presents the reflections of a long-time theater teacher about his own education, his experiences as a theater teacher, and his philosophies on teaching. (PRA)

Presents an extended piece of reflective writing by an Advisory Teacher from Suffolk, England. Apprehends the competing and conflicting actions and sensations that make up the author's emerging sense of herself as a teacher. Expresses the vulnerabilities, the shifts in feelings, that are part of her daily school existence. (RS)

A survey of 152 experienced business teachers and 46 business education student teachers found that neither group had major teaching concerns; both felt time pressures. Prospective teachers were more concerned about discipline and student control; experienced teachers were more concerned about sharing educational planning with students. (SK)

Understandings of teacher experience and narrative that could lead to reconceptualizing teacher education are explored. The understanding of experience should be expanded beyond field-based and professional development experience to encompass the totality of a teacher's experience. (SLD)