The initial phase of the Maine Learning Technology Initiative (MLTI) provided all 7th and 8th grade students and their teachers with laptop computers. In the fall of 2003, a survey of all teachers involved with the program was administered by Maine Education Policy Research Institute to determine how and to what extent the technology was being…

The purpose of this study was to determine how career and technical education teachers(CTE) in West Virginia perceived the impact of the No Child Left Behind (NCLB) Act. A purposive sample was used to select thirty-seven (N=37) career and technical education teachers from five Southern West Virginia vocational schools. The data collection…

This study investigates the possible relationship between teachers' perception of their classroom technological resources and the perceived feasibility of implementation of their Connecticut Teacher Technology Competencies (2001) Level II (LII) proposals. The impact of gender, years of teaching experience, and level of education were evaluated…

With increased attention to teacher quality and student achievement, it's important to have an understanding of literacy policy and to envision how teachers might teach literacy differently in the future. In this book, Jacqueline Edmondson addresses key questions of critical policy study to provide understanding about how and why literacy is…

As head of the Department of Pedagogy at the University of Chicago, John Dewey established an elementary school where a new curriculum could be put into practice, evaluated, and refined. This paper discusses how the activities of the school put Dewey's theories into practice generally, and particularly how they were applied to music education.…

One method of determining teachers' beliefs about teaching is through investigation of their personal teaching metaphors. Delaware health and physical education teachers (N=391) were surveyed with 104 responding (26.6 percent) to "A teacher is like...". Additionally, two factors were also explored: grade level taught and accumulated teaching…

Given the growing demands and intricacies of today's schools, teacher preparation programs must foster meaningful learning experiences conducive to meeting those complex conditions. Since teachers do not face compliant social conditions within schools, they must have optimal learning opportunities during preservice education. Teacher professional…

This paper describes a 1996 study that compared the student teaching experiences of a traditional and a nontraditional student to ascertain what differences in their experiences might imply about teacher preparation. The two students kept journals that could be written in at any time of the day. They recorded their impressions of their situation…

The application and selection processes involved in filling a full-time assistant professor position at a small liberal arts college are discussed, as are the results of a survey returned by 64 undergraduate departments that undertook a search for a similar position during the 1995-1996 academic year. The survey involved departments that offered…

This book demonstrates how teachers and administrators can work collaboratively on maintaining continual growth, focusing on the Life Cycle of the Career Teacher Model, which crosses the continuum of practice from preservice preparation through professional development. Case studies illustrate the Reflection-Renewal-Growth Cycle Model in action.…

This theme issue on networked teaching and learning contains 11 articles written by teachers of English and language arts in Bread Loaf's primarily rural, teacher networks. Most of these narratives describe how teachers have taught writing and literature using online exchanges or teleconferencing involving students in different locations and grade…

The No Child Left Behind Act of 2001 requires that all teachers receive state certification by the end of the 2005-06 school year. Waivers will no longer be allowed. Each state has established standards for licensing teachers. Licensure tests aligned with teacher preparation standards are required for certification. As a result of teacher…

In this speech to the Academic Senate for California Community Colleges, an educator describes her experiences as a telecourse teacher, which led her to thinking about the goals and purposes of community college teaching. From there, the speech addresses the question of how to provide quality in education in light of technological advancements…

In this study, 28 K-12 educators and administrators were surveyed about their beliefs concerning the inclusion of students with special needs in the general education classroom. Participants were asked to respond to a survey that measured their beliefs about the implementation of inclusive learning and the academic and social implications of this…

This paper describes the development of pedagogical content knowledge (PCK) in secondary chemistry and physics preservice teachers. Teacher beliefs are intricately tied to how they make decisions for implementing instructional strategies, and those beliefs aid in the development of pedagogical content knowledge. A model for pedagogical content…