A study of occupational stress and personal-strain levels among new and experienced male and female college faculty found no differences in stress or strain between male and female faculty or between new and experienced faculty. Role overload and avoidant coping were significant predictors of strain, with hardiness and responsibility for…

Explores whether reflective analysis promotes integration of theoretical knowledge presented in a course on motivation, with the practice of classroom management during a practice teaching round. Analyzes narrative accounts of practice where subjects recorded observations and reflections of experiences. Results indicate the presence of principal…

Delineates factors which facilitate or impede the relationship between classroom practices and teachers' understanding of the nature of science. Finds that teachers' conceptions of science do not necessarily influence classroom practice, though teachers' level of experience, intentions and perceptions of students were critically influential on…

A Mexican American teacher/administrator describes her experiences with bilingual education as a limited-English-proficient child, college student, bilingual teacher, graduate student, district administrator, teacher of bilingual teachers, and employee in a federal technical assistance center, and traces the impact of Title VII (the Bilingual…

Considers the experiences of Carrie who is a student teacher with learning disabilities during her first eight week field experience and addresses the problems that resulted because of her learning disabilities and reluctance to tell her cooperating teacher and university supervisor about her disabilities. Addresses the implications of this case…

Examined preservice teachers' situated understandings of teaching and learning and their developing voices using classroom stories and essays written before, during, and after their practicum experiences. The stories located students' voices in distinct ways and expressed growing awareness of classroom dynamics and the value of peer dialog in…

Investigated teacher retention and attrition by examining data from the 1990-91 Schools and Staffing Survey and 1991-92 Teacher Followup Survey. Results indicated that teachers with less experience were more likely to move or leave. Empowerment and higher salary were correlated positively with teacher retention. Appreciation of the intrinsic…

To help beginning teachers succeed, principals should identify individual teachers' strengths and weaknesses during the interviewing/hiring stage, balance neophytes' workloads, limit their extracurricular activities, establish expectations, select veteran mentors, offer informal formative assessment, be specific about classroom observations, and…

Analyzes interview data from 24 higher education faculty from 19 universities to assess the extent to which the cumulative advantage perspective was consistent with experiences they described as significant to their publishing productivity. Two factors voiced by a majority of participants relatively late commitment to an academic career and the…

A high-school English teacher deplores barking-media sound bites of politicians pretending to resolve complex educational problems with one-dimensional "solutions." Highlighting specific classroom learning situations, he ponders three paradoxes: justice is not necessarily fair; freedom comes with limits; and clarity comes through…

Documents a five-year study of two instructors who collaborated on formally studying their teaching of a master's level instructional design course. Outlines their views on learning, teaching, and instructional design (ID), describes the ID course, and explains the reflexive instructional model used, in which the teachers examined their teaching…

Focuses on the "E Course," a teacher recruitment and training program from Australia's colonial education delivery in Papua New Guinea (PNG). Discusses the context of post-war education in PNG. Explores the E Course program addressing issues such as the experience of E course teachers and the syllabus. (CMK)

An ethnographic study of two urban junior high schools in the beginning stages of school restructuring describes three culturally relevant teachers who create empowering educational experiences for low-achieving African American students. The restructuring process was not taking the wisdom of practice of these teachers sufficiently into account.…

A model was developed for recruiting experienced educators, extending the recruitment-as-marketing theory. To assess the model's utility, 168 experienced female teachers posed as job applicants responding to position advertisements. Participant reactions were more favorable when advertisements contained intrinsic job attributes, a personal tone,…

A salary-growth model for teacher compensation is proposed that provides equitable strategic increments, that is, equitable increments as rewards for contributing to the rectification of educational shortcomings. Traditional teacher-pay plans have been flawed in the lack of salary differentials for training and experience. (SLD)