Educators now retired from active careers can provide schools with services that they sorely need but cannot offer because of limited staff or lack of funds. This writer outlines how these persons who have both skills and experience can continue to contribute to the schools. (Editor)

Asks faculty members whether doctoral candidates in journalism/mass communication received a fundamental education in the scholarship and practices of teaching and whether their institutions model a culture in which teaching is important. Finds little evidence that teachers in higher education will have mentored teaching experiences before facing…

To determine the effects of teaching experience on changes in accuracy of teachers' recall of their own and their students' specific classroom behaviors during teaching, researchers observed and interviewed elementary teachers with a range of experiences. Results suggested that teachers progressed in thoroughness of recall along different paths…

In this phenomenological study, seven veteran elementary school teachers explored how they were able to make accurate and timely decisions about their students' mathematical understanding. Patterns of recognizable phenomena were recognized that teachers implicitly perceived and interpreted as indicators of children's understanding. (SLD)

Describes how a cooperative program between a community college (Spokane Falls) and a university (Eastern Washington) produced a successful teaching internship. Finds that, besides the ways in which interns learn from the experience, working with interns can benefit community college educators and offer them an opportunity for self-assessment and…

Describes how an assignment to teach technical writing at a community college shaped much of the author's professional life. Discusses the author's experiences in the late 1960s of preparing a text on technical writing for publication. Notes that community colleges are open door, accessible, affordable, and cost efficient. Suggests that community…

Discusses the author's varied experiences in teaching reading, including teaching seventh grade pupils in the West Bank of Jordan, taking graduate courses in reading, and being an elementary school principal and a university professor. Suggests the need for a rational balance between whole language and phonics. (RS)

An inventory of 424 students (grades 5-8) and study of 21 teachers found that 11.8% of the students scored in the clinical range of depression. The greatest proportion of students with depression were in grade eight, and teachers with more experience were better able to identify depressed students. (Author/CR)

The renowned educational reformer talks about how memorable, "extreme" learning experiences have shaped his views on education; how to create collegial support; the things that have given him satisfaction; his father's influence on him; the irrepressible optimism of teenagers; taking advantage of serendipitous events; and how questioning…

Explores whether OFSTED (Office for Standards in Education) inspections result in improvement in British schools. One-third of the 821 secondary teachers surveyed expressed an intention to change practice as a result of inspection. Seniority level was linked with intention to change and content of that change. Teaching experience, preparation,…

Describes the new dynamic found in exploring the role of discourse of discursive structures and normative practices through which teaching is figured and practiced. Develops an account that creates this new dynamic and encourages a missing conversation in the areas of emotions in teaching by discussing how sociopolitical and cultural aspects…

Describes how student teachers can use stimulated recall and concept mapping to elicit experienced mentor teachers' practical knowledge, noting that systematically examining experienced teachers' practical knowledge offers insight into teachers' observable teaching and opportunities to relate these underlying thoughts to theoretical and more…

Investigates the extent that English primary science teachers press for casual understanding through their discourse in science lessons. Observed Key Stage 2 lessons (n=50) for students ages seven to eleven and the nature of teachers' discourse. Reports that discourse on facts and description were common, while there were low levels of discourse…

A study compared perspectives of 78 teachers in inclusive schools and 84 teachers in non-inclusive schools. The inclusion teachers had significantly more positive perspectives regarding inclusion. The groups differed regarding how well prepared their school was for inclusion, concern with teachers' roles, and concern with the effect of inclusion.…

Focuses on the learning of new teachers in England to identify three aspects of workplace learning that may not be accommodated within the statutory induction year. Draws from interview and survey data. Concludes that the new teachers' learning is informal, reactive, and collaborative. (CMK)