Discusses a high school unit on First Amendment rights developed for a gifted students class in Mechanicsburg, Pennsylvania. Describes the unit's origins and procedures, such as issues studied and the use of research projects, guest speakers, and field trips. Emphasizes students' interest in learning about their rights. Identifies critical…

Presents one teacher's experience of and reflections on the use of her teaching-for-thinking program as opposed to the traditional methods of teaching. (BB)

This issue is devoted to a monograph. Topics are teachers' perspectives; beliefs about teaching during preservice training; research use in practice; induction of physical educators; life histories of physical educators; linking educators, knowledge, and quality; the reciprocal nature of organizational structures and identity; faculty consensus…

Presents a case study of a boys' school from the perspective of how the women teachers experienced this environment, and examines the changes in the school and the resulting micropolitical conflict over gender. Two ideal type groupings of women teachers emerged, with differing interpretations of their situation, what they believed a feminized…

This paper examines philosophical frame factors for English Language Teaching in the Confucian Heritage Culture (CHC) classroom. Drawing on the experience of a Native English Teacher in a government-aided Hong Kong High School it pays attention to two related difficulties: the "reality" of English in the classroom and the perceived…

Research has demonstrated that poor readers may demonstrate a variety of language deficits (e.g., Adams, 1990), and children with language difficulties have difficulty reading later in life (e.g., Catts, Fey, Zhang, & Tomblin, 1999). Teachers are likely to be faced with the challenge of implementing programming to meet the needs of children…

These are challenging times for teachers. Mixed messages, conflicting demands, and increasing needs on all fronts surround them. Each day, teachers face increasing requirements and significant pressures on their daily practice from administrators and policymakers. It is hard to be, or remain, a teacher of quality committed to one's ideals. In this…

Stanford's preservice Secondary Teacher Education Program (STEP) undertook a self-study to investigate how its credential candidates who had previous teaching experience perceived the value of returning for formal preparation. Using a semi-structured protocol, 23 STEP graduates were interviewed from 1999 and 2000, asking them about their teaching…

How do we encourage teachers to adopt Teaching Games for Understanding (TGfU) so that it becomes part of mainstream practice in physical education and community-based sports programmes worldwide? Why do some teachers adopt a TGfU instructional model and others stick to a technique-based approach? What happens to PETE students when they attempt to…

This paper is a case study in the form of a teacher's personal diary of experiences during a semester teaching a class of academically at-risk high school students. It focuses on the interactions among the teacher, the class, and Roberto, a student with negligible English skills. Because of his lack of proficiency in English, discovered later,…

This mixed methods study gathered information about the experiences of beginning special education teachers, their systems of support, and their intent to continue their careers in the field. Individual open-ended interviews were conducted with 8 first and second year special education teachers to obtain their perceptions of their first year of…

This study examined the teacher efficacy of special education teachers of English language learners (ELLs) with disabilities by surveying 202 elementary special education teachers. Overall participant teacher efficacy scores were high. No statistically significant differences in efficacy scores were found for levels of teacher preparation, number…

This study was a follow-up investigation of five minority first-year teachers who were 1992 graduates of the Peabody Internship/Induction Teaching Program. The study was designed to examine the socialization of new minority group teachers. Structured interview protocols for the teachers and their principals were the primary means of data…

Field education or the practicum experience is at the core of most early childhood education preservice programs because it is viewed as the most significant contributor to the development of professional expertise. The Early Childhood Education Program at Ryerson Polytechnic University in Toronto, Canada, requires 600 hours of field education…

The tables in this report describe the characteristics of professional staff employed in Maryland public schools as of October, 1994. The data were obtained from two sources: employment records provided to the Division of Planning, Results, and Information Management from local education agencies in Maryland, and teacher certification records…