Discusses the first four months of the operation of UrbNet, an online forum for teachers in the Urban Sites Writing Network across the country to ruminate on their daily professional lives. Notes that there are more readers who are not writing on the network than is desirable. (RS)

Maintains that reconstructing narratives of teaching, with attention to their personal, institutional, and cultural levels, can empower teachers--individually and collectively--and have important implications within classrooms, departments, universities, and professional associations. (SR)

Personal narratives can reveal the nurturing dimension of the teaching role, characterize important changes in teachers' professional lives, and encourage more reflective practice. Such stories are not superfluous features of teachers' lives, but rather are basic to their continued individual and professional growth. (25 references) (MLH)

Describes the positive experiences of veteran teachers who have switched from basal reading to the whole language approach. (PRA)

Responses from 206 of 504 business school deans/faculty surveyed yielded the following findings: oral communication instruction is rigorous; few faculty have a background in speech; students need more preparation in using visual aids in presentations; and discussion of public speaking anxiety may help relax students. (SK)

Examines the process of resonance through an examination of the experiences shared by four preservice teachers. The role of experiential storytelling, and the connection of specific items in current or past experiences to a narrative of their own or someone else's experience are discussed. (MAK)

This study asked 95 beginning and 116 experienced elementary teachers in Singapore to rate the usefulness of 33 learning activities for fostering creativity. Three clusters were identified. About two thirds of the experienced teachers' and one fifth of the beginning teachers' ratings indicated little differentiated preference among learning…

From ratings of children's learning activities by 209 elementary teachers in Singapore, four factors emerged: conventional activities, motivational activities, student-directed activities that foster independence and collaboration, and teacher-directed group activities. Beginning teachers preferred motivational activities. The current environment…

Members of the Association of Counselor Education and Supervision were asked to provide information regarding state teaching experience requirements, their professional opinions regarding the need for teaching experience for school counselors, and the need for additional coursework for school counseling students. Many of the counselors believe…

Describes a preservice teacher's transformation of herself from a reluctant student to an enthusiastic preservice teacher. Concludes that she feels like an apprentice stonemason who will not be able to sculpt (make) the ideas she has learned her own until she has a classroom of her own. (RS)

Describes two student teachers' experiences with their students on September 11th, 2001. Comments that the crazier things get "out there," the more teachers and public education may be among the only things that can make a difference. (SG)

It is often said that university professors do not really know what is going on in the classroom because it has been a long time since they taught in a public school. However, in teacher education programs that are certified by national accreditation agencies, faculty must maintain contact with the public schools by engaging in a variety of…

A philosophy professor narrates his teaching experience. He shares his experience at University of Notre Dame and how he dealt with the students possessed by devil.

In England, little research has been carried out into how pre-service secondary English teachers transform what they know as they learn to teach. They are seldom asked to reflect explicitly on the connections between the pedagogy of their undergraduate studies and their pedagogical experiences as student teachers. The initial teacher education…

This paper is a phenomenological examination of Nova Scotian teachers leading children outside the normal school environment for instructional purposes. Phenomenology can examine the everyday, taken-for-granted phenomena in human experiences. Absent in experiential research is the focus on teachers' experience in outside programs. In addressing…