Role play is a powerful technique for skills and attitude development. It is now possible to combine the advantages of face-to-face role play with the potential of the online environment. This paper reports on a case study of an asynchronous, anonymous, online role play conducted within a teaching course for academic staff. The following key…

This guide was developed for Ohio's Work SITE Learning Model, a national demonstration project for the integration of academic and vocational learning. The guide is designed to assist schools in conducting effective teacher worksite externship programs that allow teachers to observe workplace practices in order to glean information about academic…

Providing information for preservice teacher education students and inservice teachers refreshing their knowledge, this self-instruction book addresses "word attack" or word analysis strategies, which are part of the strategies readers use to process written language for meaning. New to the sixth edition of the book are updated…

To examine how Kentucky teachers perceive their needs and how to best meet those needs in the context of systemic reform, researchers examined teachers' plans for their own professional development. Data came from case studies of 21 Kentucky schools that were part of the Professional Development in the Service of Systemic Reform project and a…

Nine San Francisco (California) second-year teachers who had conducted structured weekly meetings during their preservice program continue to meet monthly with two Stanford University researchers. At these meetings they discuss emerging values, philosophies, and pedagogical practice. The meetings involve formal check-in times for individuals to…

This paper examines a Midwestern site of the National Writing Project for teachers, a professional development summer institute that fosters collaborative learning, increases teacher confidence and enthusiasm, and promotes reflection. The examination involves observations of and interviews with 19 Midwestern Writing Project (MWP) participants and…

A project created a framework for integrating school-to-work (STW) into the preservice curriculum for all new teachers in Ohio and conducted a professional development activity for college and university faculty involved with preparation of new teachers. A work team of teacher education faculty representing six public universities met to learn…

A project was conducted in Pennsylvania to conduct a statewide staff development project on adults with learning differences using the following delivery systems: initial training sessions; advanced training sessions; videotapes of training sessions; the "Learning disAbilities Newsletter"; printed material from the Center for Alternative…

This final report documents the activities of a 3-year, federally funded project designed to train professionals to meet the needs of students with attention deficit disorders (ADD). The project developed, field tested, revised, and disseminated training modules to mini-team trainers, university/college instructors, and parents that addressed: the…

This report summarizes a survey of participants in a teacher training program for the First Steps project, which provides additional support for development of literacy and numeracy among "at-risk" students in Western Australia schools. The training program was to assist teachers in implementing the program in their schools. Respondents…

A survey of 150 schools in Western Australia asked principals, teachers, and parents about the extent to which the First Steps program literacy component was operating in their schools and their perceptions of the results of the implementation. The First Steps program is designed to support the development of literacy and numeracy among…

This study examines the role of dialogue and collaborative reflection in guiding teachers' identification of issues and contextual barriers in their practice. It analyzes teachers' social interactions and academic self-efficacy during the dialogic process and evaluates the quality of inquiry that teachers proposed to change their practice.…

Rural schools along the New Mexico-Mexico border face unusual challenges in meeting the special education needs of a culturally and linguistically diverse (CLD) population. This population includes Anglo Americans, Mexican Americans, Mexicans, and American Indians. Few school districts have an integrated or coordinated bilingual special education…

Teaching students who receive special education services in integrated settings requires intensive staff development and on-going training. Region 16 Education Service Center in the Texas panhandle serves 65 rural school districts covering 25,000 square miles and 80,000 students. In 1996, with direction and funding from the state legislature,…

The School-to-Work Opportunities Act of 1994 puts in place a framework to help state and local partnerships in their efforts to build systems that help young people make the transition from school to careers and lifelong learning. School-to-work does not establish new programs; instead, it synthesizes existing models and programs to make systemic…