Interviews with five beginning teachers in a one-year Alberta internship program revealed that the relationship between intern and supervising teacher determined the intern's identity and status and whether the experience promoted professional development. Interns believed that internship should be integrated into preservice teacher education.…

Before student teaching, student teachers provided linguistic categories (personal constructs) for various science teaching activities and for their attitudes about teaching. After student teaching, subjects collaborated with researchers to analyze personal construct changes that occurred as they became socialized in the teacher role. (SV)

A series of three related studies provided evaluative information concerning the Madeline Hunter model of the Program for Effective Teaching implementation in South Carolina. Primary results showed that training was well received by the teachers, that follow-up coaching was limited in quantity and not always consistent with Hunters's…

This study examined the impact of a brief relationship in which pairs of rookie and veteran teachers focused on diagnostic assessment in mathematical environments in primary grade classrooms. Results highlighted significant differences in what veteran and rookie teachers saw in mathematical learning environments; the combined view was balanced and…

Examined how fifth-year teachers from an innovative preservice program resolved significant issues during their first teaching year. Interviews in their first and fifth years produced case studies that described teachers, contexts, interactions between teachers and contexts, and teacher beliefs and practices, providing important information for…

Wichita State University's teacher education program was revised to develop sensitive, nurturing teachers who understand student diversity. Pretests and posttests examining students' professional and personal opinions about diversity found that field experiences created significant differences in attitudes toward diversity and social distance…

Uses a "teaching as problem solving" perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning secondary-school mathematics teachers. Data analysis of observations, lesson plans, videotapes, and audiotapes of structured interviews suggests that the metacognition of…

Describes the authors' experiences as two middle school teachers (one in a small rural county, one in a large metropolitan school). Finds that using many young adult novels in the classroom unlocks the door of resistance to reading education and resistance to learning. Shares their experiences and strategies, describing classroom activities,…

The National Writing Project, formed in 1973, is a network of 157 local writing projects committed to improving the teaching of writing. It breaks with "top-down" educational tradition by creating a "third space" in which teachers share their expertise and experiences across grade levels and curricula, and by encouraging…

This study of graduate students examined the process and outcomes of novice and expert teachers who learned a classroom-observation coding system through a hypermedia learning environment. The training program was designed as a modular, skills-based approach that allowed user-controlled access to tutorials, guided practice, and independent…

Research and two teaching experiences support the notion that social location influences the way students learn; therefore, a place-based, Appalachian-based curriculum in the region's colleges and universities would enhance student learning. Appalachian studies should be integrated throughout the college curriculum, but that requires a well…

Describes the Africa Project, an undergraduate art education course in which college students and elementary students were brought into creative interaction with the University of Illinois' Krannert Art Museum's Africa collection. Addresses the development of the Africa Project and explains how the college students taught kindergarten students.…

The revision of the University of Maryland Special Education Department 5-year undergraduate teacher preparation program is described. A recent program graduate's reflections on her first year of teaching illuminate key issues addressed in revising the program to focus on multicategorical special education teacher preparation across a more refined…

A teacher recalls how the first years of Foxfire coincided with her first years of teaching Kiowa students in Oklahoma. A curriculum derived from the region, inspired by ideas that became known as the Foxfire core practices, and delivered via small group work and facilitative teaching, generated student interest, innumerable activities,…

Teachers with (n=135) and without (n=185) experience coteaching in elementary classrooms that included students with mild disabilities were surveyed. Special education teachers in inclusive settings held the most positive views of inclusion, with regular teachers in inclusive classrooms reporting similar views. Regular teachers in traditional…