Describes how a seventh-grade teacher and a special education teacher team-taught three divisions of language arts and reading. Discusses lesson planning, behavior problems, outside support, and significant gains. (SR)

Sweden's preservice teacher education programs for preschool, elementary, and secondary educators all require practical teaching experience. University preservice programs differ due to decentralization of regulation as of 1993. At Uppsala University 50 "practice areas" work with the university teacher education program. Each practice…

The idea of teacher growth and development as a continuum spanning a teaching career guides the National Council for Accreditation for Teacher Education's emerging standards. The 1995 NCATE standards revision emphasizes performance and performance-based assessments, professional collaboration and community, technology, and diversity of curriculum,…

An Oregon school district implemented an approach to reading that goes beyond instruction to prevention. Starting in kindergarten, the model features regular assessment, direct instruction, small-group instruction, and training for all teachers and assistants. At-risk kindergartners get extra reading instruction. Today, only 2 percent of kids…

Texas has responded to its teacher shortage with a program for support and renewal. Its new teacher induction pilot is based on a set of performance standards that define expectations for beginning teachers. The pilot provides a support team of mentors, principals, and teacher educators that helps new teachers collect data and assess their skills…

This article discusses the poor services students with educational, emotional, and behavioral needs are receiving and advocates for the use of research-based practices. Recommendations for the field of emotional and behavioral disorders include making prevention appealing, embracing a collaborative approach, and advocating for science. A…

The effects of school restructuring on teacher education are explored. A research review of literature on teacher preparation over the past 10 years suggests that teacher commitment and collaboration are conditions that promote change to traditional teacher education practice. Needed changes in organizational policies and structures are also…

Describes members' responsibilities within effective middle school interdisciplinary teams. States that principals are responsible for hiring, orientation, teacher empowerment, and staff development, while existing team members help new members by building a new team identity and developing collaborative relationships. Asserts that new teachers…

Describes different team approaches to the organization and delegation of teachers' tasks in public schools, offering insights into the types of skills teachers need to ensure the success of the team and providing examples of how a teacher team may function effectively. (SM)

Reviews 73 reports of classroom action research classified into seven groups: seeking quantifiable answers, determining results of change in classroom practice, exploring effects of program restructuring, discovering whether students can learn to use a process, establishing new professional relationships, developing new understandings of students,…

Describes a collaborative action research project (the Genesee Valley Research and Reform Collaborative) involving university faculty and elementary teachers and administrators. The project originated in a discussion among educators who had participated in organized trips to observe New Zealand schools. It focuses on using collaborative action…

Discusses the meaning and benefits of collaboration and how to determine if a program's policies and standards reflect and reinforce the value of collaboration. Offers strategies for building and sustaining collaborative relationships with families and for supporting the collaborative efforts of teaching staff. (TJQ)

In an effort to find out what makes small schools work, teachers, administrators, and students from seven small high schools in seven states were interviewed. While each school was different, themes that surfaced included the presence of varied forms of small learning communities, personalized learning plans, learner-centered assessment and…

Assuming the role of mentor, a group of college of education faculty from the University of Central Florida supported their colleagues in a 45-hour state-mandated faculty development initiative. Two faculty members chronicle the mentor-mentee component of the training, sharing results of a mentee survey. Results suggested that effective mentoring…

Discusses recommendations for redesigning teacher education programs and addresses the need for professional development of teacher educators to meet the need for program design. Highlights include integrating and implementing technology; commitment toward change; obstacles to using technology; attitudes toward technology use; the narrative of…