Reviews studies of journal articles as a means of professional communication in the field of library and information science. The focus has been on content analysis and bibliometrics, which includes author, topic, and citation analysis. (LAM)

Describes the teachers-as-learners concept employed by Expeditionary Learning Outward Bound's extended workshop on the Cherokee Nation Trail of Tears. Journal excerpts describing one teacher's experience are provided, along with lessons learned from treaty negotiations with a federal judge and Cherokee tribal representatives. "Summit"…

Discusses the use of reflective practice through the keeping of learning journals by students in higher degree courses in education. Presents two models for reflecting on personal, academic, professional, and evaluative development, guidelines for the content of learning journals, and an evaluation of their contributions to notions of student…

Describes the organizational goals and training objectives of the staff development policy; areas of training; training programs; broadening staff experience through participation in library activities; the role of total quality management; the staff development group; continuing professional development; and budget. Includes guidelines for staff…

Analyzed a survey of 157 Chinese American librarians working in American libraries and found that more work in academic (44.6%) than in public (30.6%) libraries, that 80.9% are satisfied with their current jobs, and that 75% have managerial positions. Major barriers at work were identified as cultural differences (35.7%), race (23.6%), and…

Two day-long college events--wilderness orienteering and a role-playing canoe trip into the past--illustrate ingredients critical for experiential learning: active learning, student focus, clear purpose, emotional investment and risk, holistic engagement, mixture of content and process, stepping outside one's comfort zone, meaningful…

This exploration of the assessment of teachers' practical knowledge begins with a description of the characteristics of teacher knowledge and a discussion of the importance of teacher views and teaching as a profession. The possibilities and problems associated with assessing teacher practical knowledge are discussed. (SLD)

What urban middle school principals engaged in school reform felt they needed to know and the strategies that maximize their learning were studied with 23 principals involved in extended professional development. Principals valued the components of staff development that have been supported by the National Staff Development Council. (SLD)

Proposes a practical model and set of behaviors for mentoring. Suggests uniform domains and specific behaviors for mentoring supervisors in counselor education. Includes a discussion of how to implement the model for purposes of standardization. Explores components of mentoring and what counseling students need from a mentor. (RJM)

Describes how teachers in a professional development course used several means to strengthen their efforts to better respond to the needs of homeless students. Discusses strategies developed, projects, and teachers' new perspectives. Outlines recommendations for teacher strategies, plans for change, and collaborative efforts. (SR)

Contains nine excerpts from articles submitted to "English Journal" by veteran teachers. Offers practical tips and stories. Gives advice and encouragement to veteran teachers. (TB)

Teachers need training and support to revise their instructional practices to address the Information Society's needs. Districts must commit substantial resources to help teachers gain necessary skills and understanding. Considerable expertise is needed to establish an appropriate technological infrastructure and use it effectively. Traditional…

The University of Minnesota's TA Web Certification program is designed to give teaching assistants (TAs) the skills needed to create course Web sites that are technically robust and pedagogically useful. Provides an overview of successes and challenges encountered by designers of and instructors in the program, highlighting salient data from…

Discusses a study involving experienced teachers that illustrates a developmental methodology for promoting technical performance dimensions and moral and conceptual reasoning. Argues this learning-teaching framework (LTF) uses role taking, guided inquiry, balance, support and challenge, continuity and instructional coaching in educational…

Describes and examines the nature of the Balanced Scorecard as a conceptual framework and as a management information tool. Identifies and discusses the potential and the limitations of the approach in a school context. Outlines a research agenda. (Contains 3 figures and 33 references.) (AUTHOR/WFA)