The author muses on experiences during his first year as a student newspaper adviser. (TJ)

The authors separately discuss novels that "went well" in their secondary school classes, analyze their success, and discuss the ways in which they and their classes shared the books together. The books discussed are Ian Serraillier's "The Silver Sword" and Albert Camus'"The Outsider," published in the United States…

Reports the results of a study that showed that a steady increase in teachers' negative perceptions of school climate was correlated with increased teaching experience. (JM)

Student teachers in an eight-week practicum gained as much teaching sophistication as those in a 16-week program. (MM)

This hypothetical episode of a new teacher's arrival in a school system offers some practical suggestions for teacher orientation on the part of the school principal. (MB)

Interviews with 20 British agricultural educators with less than 5, 5-15, or more than 15 years of teaching experience identified the main influences on their development of expertise to be colleagues and administrators. Primary inhibiting factors were policy, rules, terminology, and timetables. Those who used reflection actively advanced most…

Investigates second-year Massachusetts teachers' experiences with three professional cultures of their schools: veteran-oriented, novice-oriented, and integrated. Finds, for example, that integrated professional cultures, unlike either veteran- or novice-oriented cultures, provided new teachers with sustained support and collegial exchange…

Analyzes the development in word decoding, reading comprehension, and math of Dutch 3rd graders. Multilevel analysis shows small difference in development for word decoding and reading comprehension. For math, however, there is a substantial proportion of variance at the class level. Instruction characteristics and years of experience by teachers…

Focuses on what has the potential to get lost - for both faculty members and students - in working in an environment that does not see undergraduate education as its first priority. Explores in more depth the challenges and pleasures of working in a college whose primary focus is the teaching of undergraduates. Describes four classroom examples of…

Describes an assignment requiring high school physics students to design and teach physical science lessons to elementary students in grades 1-5. Working in groups of three or four, the physics students followed a prescribed timeline to develop their activities, prepare demonstrations, and present the lessons. Presents a detailed teaching…

Describes a teacher's experiences in working with student teachers. Notes that the experiences have been continually rewarding but not always easy. States that the teacher feels renewed, revitalized, and reassured after working with student teachers. (RS)

Reviews "The Reflective Practitioner: How Professionals Think in Action" (1987) and "Educating the Reflective Practitioner" by Donald Schon. Notes that in these works reflection-in-action leads a teacher to an elevated level of professional knowledge. Relates the authors' interpretation to current thinking in teacher…

Describes an American teacher's experiences teaching English in China in 1986-87. Examines her interactions with students, teaching duties in and out of the classroom, trips with students, and departure from China. (SV)

Recounts, through the author's journal entries, four days of a junior high school writing teacher's experience. (MM)

Gives advice for the beginning teacher. Concentrates on the qualities of thought and habit, especially hope, that one should bring to the teaching profession. Notes that schools can be horrible places where people, both teachers and students, behave horribly. (HB)