Discusses the potential of teaching teams and collaborative instruction to support college faculty's action research efforts, and describes the use of such teams at one university, with illustrations from faculty research projects. Lessons learned in establishing and implementing teaching teams, and recommendations for enhancing their…

Describes a Learning Development Model developed by a Michigan school working to foster an evolving process of staff collaboration and curriculum integration. Supportive professional-development activities include staff-planned and -facilitated workshops, staff writing and sharing of learning activities, and local university partnerships requiring…

Describes an intervention developed to help overcome reading apathy and motivate high school students to read. The intervention involved teaching students how to select books to read by practicing the creation of book previews in the computer lab. Evaluation of student surveys, book selections, and book reports indicated that learning to preview…

Describes three activities that formed part of an action-research project carried out in advanced English-for-academic-purposes classes. Outlines the activities, presents samples of student responses, and evaluates the usefulness of academic journalogs as used in these classes. (Author/VWL)

Recounts a teacher's experiences staying with the same group of children for more than one year (looping) as they progress through kindergarten and first grade. Discusses advantages of more stability and less trauma for the child, and more instructional time and less stress for the teacher. Addresses possible disadvantages of children having…

Describes children's interactions with exhibits and each other in a school-based, science-focused mini-museum. Suggests that although children did appear to make some gains in their learning and scientific skills and processes, the largest gains were made in the development of positive attitudes towards science. Contains 22 references. (Author/WRM)

Describes the implementation and evaluation of a constructivist course for science teachers in which teachers are inducted into "critical constructivism" through their own action-research projects. Illustrates the induction process and professional development of one biology teacher of 13- to 15-year olds in Brazil. Contains 23…

A small group of teachers at one Illinois high school is helping to effect and promote change. Through the Action Research Laboratory (ARL), teams of teachers conduct collaborative action research to improve classroom practices. Data from the first two years of the ARL indicate that teachers are eager to participate in, and have thrived in, their…

Describes the research questions, methods, and findings for two action-research studies, conducted in 1996 and 1997, about the use of Internet-based resources for the study of the Holocaust. Discusses data and relationships from both studies and offers direction for schools planning to engage their faculty in action research. (CMK)

National Staff Development Council (NSDC) standards guide the development of new staff-development programs in Maryland, and they have provided the framework that guides Maryland's teacher-training efforts. This article offers details on the NSDC standards and discusses how Maryland is making use of them. (SM)

Reports on two classroom studies in which teachers deliberately evaluated their own teaching strategies in relation to their students' writing and homework tasks. Students were asked about their preferences for the various strategies. Finds that effective learning requires pupils to be mentally active in and take some responsibility for their own…

Explored the journey and progress of elementary teachers conducting action research within science and mathematics, examining their perspectives of teaching, empowerment, research, and professional development through team planning. Data from journals, activities, observations, surveys, and interviews indicated that an initial stumbling block to…

Single-case design methodology is evaluated for its effect on treatment outcomes. Participants were juvenile delinquents treated by probation officers with social work degrees in Israel. A quasi-experimental design used measures of the functioning of participants in several settings as dependent variables. Results are presented and discussed. (EMK)

This paper reports on the classroom experiences of eight 11-year-old pupils with learning difficulties attending four Scottish special schools. Emphasis is on ways teachers can encourage reflective reasoning, problem solving, and metacognitive awareness by pupils who have moderate degrees of difficulty in learning. (Author/DB)

Investigated student responses to the peer revision process. Following three 90-minute peer revision activities over two months, students in a senior English class completed surveys and interviews regarding their attitudes and experiences with peer revision. Results indicated that students were eager to discuss the experience. They tended to…