Preservice teachers (n=75) wrote reflective essays about their experiences presenting a reflective teaching lesson that illustrated one of four different instructional domains. Analysis of the essays indicates that reflection was similar and stable across the reflective experiences, despite the instructional domain and level. (IAH)

A salary-schedule compression is the process of reducing the number of salary schedule steps while still giving annual salary increases. Explains what school districts can do during negotiations to compress a schedule without awarding greater increases than originally intended. A sidebar shows a table for relating years of teaching experience to…

Analysis of questionnaires returned by 16 of 450 accounting faculty found that (1) experience is inversely related to the amount of effort allocated to research alone and to the aggregate of teaching, research, and service; and (2) a significant positive relationship was found between rank and administrative activity. (SK)

New teachers often enter the profession expecting to accomplish what the veteran teacher has been doing for years, with equal success and equal lack of support. A survey of South Carolina school districts shows that curriculum, instruction, and classroom management techniques are omitted from many teacher induction programs. Ameliorative…

An elementary school principal advises third-year teachers desiring tenure to join professional associations, read professional journals, assume leadership roles in school, be risk takers, communicate regularly with parents, concentrate on teaching strengths, be reflective learners, be attuned to their nonverbal communication styles, observe…

This study examined a teacher's first and fifth year of teaching, focusing on continuity and change in teacher development. Interviews and observations investigated the paths of her development as a teacher and found that she had developed significantly and positively over the five years. (SM)

Interviews a group of New York teachers to investigate the issues that teachers confront as they make the transition to whole language and attempt to sustain it. Discusses the amount of work involved in whole language instruction; relations with other faculty members, administrators, and parents; organization of instruction; defining whole…

Describes a study conducted at the University of Missouri-Columbia of the influence of experience as writing center tutors on teaching assistants' classroom teaching. Reports findings concerning teaching changes, increased focus on higher-order concerns, increased empathy for students, different views of student-teacher relations, and attitude…

Developmental framework identifies four phases in the knowledge and application base for teaching elementary physical education: acquiring a knowledge base; integrating subject areas within the major's knowledge base; applying knowledge; and evaluating teaching experience. The steps influence preservice teachers' teaching abilities so they…

Relates the experiences of a group of five teachers of freshman English who formed a group to discuss their teaching. Considers both teaching composition and talking about teaching composition. Traces the way this project allowed the participants to rethink what their circumstances were and what framed their own ways of seeing themselves. (SR)

Reflects on the author's experiences teaching a course on great documents in American history to high school students, concentrating on teaching the Declaration of Independence and the "Federalist Papers." Countering the students' tendencies toward superficial reading and encouraging deep analysis are the teacher's primary goals. (SLD)

Explored teachers' self-reported assessment practices and the influence of teaching experience, grade level, and subject area on those practices. Surveys of 893 teachers in 34 schools indicated that they used observational assessment and performance tasks more frequently than traditional assessment. Experienced teachers, elementary teachers, and…

Ordinary, daily teaching experiences form the essence of teachers' practice. Using a guide to reflect on those experiences, either individually or with colleagues, is a step toward self-improvement. The Guided Reflection Protocol helps teachers examine what happened, why it happened, possible meanings, and implications for practice. (MLH)

Characterizes the recent situation in Finnish vocational education in order to highlight the relevance of a research project on changes in vocational teachers' conceptions of their work. Presents reasons why teachers are of special interest, examples from the project's oral history collection, and some lessons already learned from the study. (DSK)

Two elementary school teachers puzzled over their students' fascination with using a paint spinner to make art, and feared that the "mindless" spinner was using valuable class time in which creative activities were intended to promote innovative thinking. Years later, a former student explained how the spinner accomplished the teachers' goal. (SV)