A public school teacher discusses how the process of attempting to earn National Board for Professional Teaching Standards certification was an extremely enriching experience, despite the fact that he did not earn the certification. Two of the most significant lessons he learned from the process were making time to reflect on the work of teaching…

Examines the current situation of mathematics and science integration, discusses the current body of related research, and examines the implication issues related to integrated curriculum projects. The conclusion calls for mathematics and science educators to work collaboratively to address implementation issues surrounding reform of any kind, and…

Details a partnership between the University of Michigan and a rural Head Start grantee to facilitate teacher dialogue and shared activities. Examines characteristics of effective school-university partnerships. Describes how a group of Head Start teachers became a community of learners through teacher visits, consultations, and presentations…

This article contains a series of recommendations to improve collaborative teaching culled from interviews with administrators, teachers, parents, and students from 10 schools. General recommendations addressing service delivery, administrative, and communication issues are included, along with training recommendations for new and indirectly…

At a Portland (Oregon) weeklong summer workshop, K-12 teachers connect with their peers, learn from professional writers, and develop skills for teaching writing. As follow-up, participants get four guest writers for weeklong classroom residencies, $400 for books, and additional meetings with fellow participants. The program has improved teaching…

This article explores some fundamental features that foster the development of collaborative relationships and collaborative communities, which in turn support the success of students with disabilities. Effective mechanisms are presented for accessing and improving collaborative support networks. Start-up problems that may arise in many schools…

Describes the issues and problems encountered in the development of a teaching, research, and professional development collaboration between faculty in a large research university and K-12 teachers focusing on the Transforming Education through the Arts Challenge that is a privately funded project for arts education reform. (CMK)

A middle-school principal initially skeptical of Margrove College's distance-learning program for teachers was pleasantly surprised by the teacher teamwork and cooperative-learning classroom activities this Master's degree engendered. The program effectively transferred skills to practice by blending theory, demonstration, practice, feedback, and…

Projects a "typical" future teacher's career path, based on current teacher-education developments. She will be a highly motivated student, major in an academic subject, enter a highly selective teacher-education program, pursue challenging coursework, get adequate field experience, enter a professional-development-school internship, and develop…

Explores benefits derived from the "Gardendale Family" (a vertically aligned team of K-6 classrooms in which students remain throughout their elementary school careers). Focuses on ways in which the Gardendale Family has built a strong school-based community within which family/parent involvement is crucial. (SR)

Finds that K-12 literacy professionals: (1) read journal articles and books more often than research journals or electronic sources; (2) believe in collaborative experiences among teachers; (3) are interested in becoming teacher researchers; (4) feel book clubs are valuable; (5) do not want portfolio assessment to replace other forms; and (6) feel…

Discusses Japanese teacher professional development strategies, which are driven by a peer-based model using peer collaboration, planning, and management, exploring how the Japanese perspective of teaching as craft contributes to elementary professional development. Critical issues inherent in the Japanese model are discussed, noting its basic…

Teachers' perceptions of support provided for implementation of the New American Schools models in the Memphis City (Tennessee) school district are examined in relation to the effectiveness of these models. Via questionnaires and focus group interviews, teachers indicated professional development, teacher collaboration, and resources to be…

Demonstrates how social foundations and curriculum and instruction scholars collaborated on a professional development project for inservice teachers, describing a summer institute designed to facilitate teaching for diversity. The paper discusses themes resulting from an action research project that examined patterns of teacher talk, particularly…

To be great teachers and contribute to their school systems, teachers must gain others' support. Teachers can tap endless resources: their colleagues, students, parents, professional organizations, professional literature, other schools, universities, and themselves. Teachers allowed to teach according to their beliefs are happiest. (MLH)