Developments in the context of the increasing professionalization of teacher training in England are examined. Topics covered include the integration of theory and practice, a multidisciplinary approach to teacher education courses, the change in teaching styles, and educational discussion groups. (Author/MT)

Research on teaching, learning, and schooling, while extremely helpful, does not translate automatically into prescriptions for change, which requires support, trust, and adaptation rather than inflexible mandates that imply distrust. (CB)

Research about classroom communication, classroom management, training, and staff development form the basis around which teachers can improve their practice. Staff development programs must be dynamic to support and stimulate this process. (CB)

Describes the experiences of one recipient of a teacher researcher grant from the National Council of Teachers of English as her research began to inform her teaching and her teaching influenced her research. (SRT)

Reports results of a national survey of 550 American Association for Marriage and Family Therapy Approved Supervisors who answered questions regarding areas of concentration during supervision, specific techniques employed, professional goals and priorities, and theoretical models used in supervision. Compares results with those of a previous…

Details the formation of the Eastern Washington University Department of Education Research and Editorial Group, the procedures it employs, and the rationale for its application to research, writing, editing, and publication tasks. (FL)

Teacher and student behavior, feedback, principles of motor learning, task analysis, and the qualitative paradigm as they relate to physical education are discussed. This new knowledge and a new generation of teacher educators/researchers should improve the quality of instruction in the school gymnasia. (MT)

Discusses four areas of research in health communication and how to make them more useful for the future. (VLC)

Argues that reading teachers must possess knowledge of professional literature, their subject matter and curriculum, and reading methodology and must maintain a love affair with language and books. (FL)

Explains the keywords journal project, an assignment designed to immerse students in the study of their own language in a way that will connect their personal investigations with more formal study of language as a variable in the communication process. (EL)

Describes the whole language concept and its manifestations in teaching. Argues that whole language teaching can be seen as a political activity since it returns power to the children and the teacher. (EL)

Recent reforms intended to strengthen teacher preparation programs are reviewed. Attributes of ideal teacher candidates before and after training are listed, and recommendations to improve training and professionalize teaching are discussed. (MT)

Describes the basic components of Iser's theory, then suggests ways to get students to interact with texts. (FL)

Discusses the role of writing equipment in the composing process and suggests that contemporary composing process theory and practice was not possible until the mid-twentieth century following certain technological advancements in writing equipment. (FL)

Offers a metacognitive strategy for helping students answer inferential comprehension questions and a research-based rationale for its use. (FL)