A preservice-teacher educator discusses the importance of teachers becoming designers of classroom research and generators of learning theory, and describes her own development as a teacher-researcher. Stages of teacher research are outlined, including posing questions, developing a research plan, collecting and analyzing data, and sharing and…

Three years after seven teachers had participated in an intensive year-long professional development experience in three multilevel reading practices (partner reading, collaborative strategic reading, and making words), all but one teacher sustained one or more of the practices at a high rate, as determined by classroom observation and interviews.…

Presents a study that followed a group of 12 individuals over a three-year period as they first participated in a preservice teacher education program leading to K-8 teacher certification and a Masters in Teaching, and for the first two years of their teaching careers. Finds that teachers' funds of knowledge interact in complex ways to affect…

Describes effort to restructure instructional design for a kindergarten class to reflect principles of Reggio Emilia approach by listening to children and following their expressed interest to launch class project. Discusses capturing activities and student thinking using photography and tape recording. Notes the value of documentation to parents,…

An elementary education professor working in an urban professional development school in New Jersey explains how she helps student teachers apply learned concepts to school settings. PDSs provide ongoing exposure to practices and insights of educators experienced with working with children from diverse populations. The New Jersey PDS breaks down…

This paper describes some of the procedures most frequently used in research on staff training and reviews the research in relation to outcomes for clients with developmental disabilities as a function of staff training, maintenance of staff skills, and transfer of staff skills across settings, clients, and programs. Issues in behavioral…

Addresses three relationships between research and practice in speech-language pathology: (1) shared-interest communication; (2) research-driven communication; and (3) practice-driven communication. Recommendations for developing effective communication are offered. (Author/DB)

Responding to an article (EC 618 445) describing an individualized program for young children with severe disabilities, including autism, and their families, this article notes features of the program such as its individualized nature, its emphasis on building capacity in families and early intervention providers, and its integrative practices…

Extends a theoretical framework for designing effective information services by synthesizing and integrating theory and research derived from multiple approaches in the social and behavioral sciences. These frameworks are applied to develop general design strategies and principles for information systems and services that rely on complex…

Examined changes in preservice teachers' perceived types of conflicts and tensions and reasons and strategies for coping with them during their year-long clinical experiences and first year of teaching. Interviews indicated that there were four main conflict types. As participants gained experience and grappled with conflicts and tensions, they…

Analysis of the stories told by 19 teachers from New Brunswick (Canada) produced themes that illustrate the significance of simultaneous strategies to influence students' behaviors, the relevance of the interaction of individuals with situations, and the congruence of teachers' commonplace theories with formal theories. (SLD)

Reviews and describes five core beliefs and seven organizational cultural characteristics of urban schools that are highly successful in educating low-socioeconomic status (low-SES) children of color. These factors are operationalized in a model called High Performance All Student Success (HiPass), which was developed by urban principals rather…

A North Carolina school system worked with NASSP and an area university to develop an improved administrator-preparation plan. Created by NASSP to unite key preparation elements, the "Potential Administrator Development Program" stresses field-based experiences via theory-to-practice classroom activities, mentoring opportunities,…

Examined preservice teachers' journeys toward becoming reflective professionals within the context of a reading/language-arts methods course and elementary field experience. Observations, journals, surveys, and interviews indicated that participants' behaviors were grouped into three categories: questioning as a way of learning, constructing a…

Explores the relationship between measurement theory and practice, considering five broad categories of: (1) models, assumptions, and terminology; (2) reliability; (3) validity; (4) scaling; and (5) setting performance standards. It must be recognized that measurement is not an end in itself. (SLD)