Examines the effectiveness of evidence-based medicine and critical appraisal teaching at the postgraduate level. Conducts a comprehensive search and identifies 17 studies. Shows a significant improvement in knowledge but not in attitude, skills, or behavior. (Author/KHR)

In response to an article that proposes principles for teaching extensive reading, this article suggests that those principles rely heavily on learners being responsible for their own learning, a concept that is put forth in U.S. educational contexts. Discusses why these principles would need to be altered for use in an Asian context. (Author/VWL)

Discusses challenges associated with the creation of professional development school (PDS) sites according to goals set by the Holmes Group on excellence in teacher education, and examines assumptions for guiding site development and goals for PDSs to meet. (SM)

Considers three aspects of support offered by principals and reading supervisors to beginning teachers: instructional models, instructional materials, and mentoring. Argues that providing support for beginning teachers (particularly those using literature-based instruction) should not be left to chance but requires conscious effort and planning.…

Argues recruitment of faculty to provide high-quality undergraduate teaching requires both departmental examination and careful observation of candidates. Provides a conceptual framework describing desirable characteristics. Examines the intellectual, emotional, and moral dimensions of teaching that assist in conducting the faculty search.…

Describes ways in which principals can use a two-phase staff development process to foster a strong sense of community and build an educational community. Benefits include higher staff morale, increased faculty cohesion, and a renewed dedication to teaching. (SM)

Describes how a teacher energizes his teaching by participating in a writing group consisting of three other English teachers from another school district. Discusses how participation in the writing group counters the alienation of the classroom. (RS)

Describes the experiences of a secondary teacher participating in a six-week National Endowment for the Humanities summer fellowship at Oxford, England. Reports that the teacher went back to her duties renewed through change. (RS)

Suggests possible strategies and provides 12 recommendations that might help professional women who aspire to become chief student affairs officers. (Author/TE)

Shares the author's experiences of how she changed as a teacher throughout her teaching career. Discusses the importance of teachers becoming learners along with their students who question and wonder with inquisitive minds. (MG)

Three stages of teacher competence are mastery of teaching skills and procedures, clinical problem solving, and critical reflection on knowledge and values. Neither the stages of development nor the forms of competence are mutually exclusive; rather, there is a progression and a gradual shift in the competence emphasized. (SK)

Examines the needs and direction of skills of 40 early childhood teachers. Educators in preschool education settings were interviewed and given a questionnaire with 24 items that addressed skill areas of the preservice teacher. A variety of skill areas were identified as extremely important. (RJC)

Described is a school-focused pattern of initial and inservice training of teachers which emphasizes self evaluation and development through team membership. Details the workshop schedule and discusses activities used. (CW)

Discusses recent trends in professional education that incorporate administrator mentoring. Explores the use of mentoring at the preservice preparation level by the Danforth Principals' Program and its use in the process of professional induction by the Ohio LEAD Center. Discusses selection and training of mentors. Explores characteristics of…

Most research on teaching goes unread by teachers--those who should benefit by knowing, understanding, and integrating ideas, concepts, and conclusions of research. Many teachers have little motivation for reading research, are unable to understand the data, or feel that the research is not relevant to the practice of teaching. (Author/MW)