Describes the professional development school, where an equal responsibility exists between the university and public school in teacher education. Compares it to the traditional practicum model. Explores the professional development partnership in music education and outlines a new model for the preparation of music teachers. (CMK)

Responds to the article "Opportunities Lost: Teachers Learning about the New York State Social Studies Framework" by S. G. Grant. Contests ideas on the professional development opportunities used with the New York social studies framework. Considers the intentions of the professional development as political and the role of assessment.…

Examines implications of the research regarding whether traditional "stand up" training will be replaced by "sit down" computer-based, online distance-delivered sessions. Concludes that they will coexist in the training environment of the next decade, that some organizations will gravitate toward one extreme or the other, but that most trainers…

Describes research by a Professional Development School (PDS) partnership which examined various aspects of the partnership and its effectiveness. Data were collected from participants from 17 PDS sites using the Interview Design Process. Findings, which were consistent with previous research, emphasized professional learning communities,…

Investigated student and cooperating teachers' experiences within traditional and Professional Development School (PDS) programs, analyzing their attitudes regarding problems, benefits, and program components. Participants encountered similar problems. Differences emerged in how programs provided support and guidance. Program features contributed…

Presents four articles about professionalism in early childhood education: "Early Childhood Education as an Emerging Profession: Ongoing Conversations" (Stephanie Feeney and Nancy Freeman); "Voices in Search of Cultural Continuity in Communities" (Marion Cowee and others); "Early Childhood Professionals: Current Status and…

Describes the development of an instrument to assess teachers' context beliefs about using technology in the classroom based on a study of teachers in a professional development program on technology integration. Highlights include capability beliefs; context beliefs; personal agency belief patterns; content validity; and construct and predictive…

Recounts a technical writing institute presented by a delegation of North American technical communication faculty to Chinese English as a foreign language teachers. Discusses planning the 10-day technical writing institute; challenges and assumptions about teaching technical communication in China; institute lectures and activities; and institute…

In China, classroom observation has acquired a bad reputation in the English-as-a-Second-Language profession. A project designed to change this negative image and promote observation as a powerful means of improving both teaching and teachers' self-development efforts is described. A British teacher and Chinese counterpart developed a partnership…

Presents one teacher educator's reflections on working in a Professional Development School (PDS) for 5 years, discussing changes in his work; the value of the teacher educator's PDS role; involvement with real school issues; becoming a mentor; expanding the professional circle; personal satisfaction with PDS work; and the viability of the PDS…

The National Council for Accreditation of Teacher Education developed draft standards for Professional Development Schools (PDSs). This article discusses the PDS concept and origins, examines why PDSs are important, and argues for standards as a means of supporting the PDS work and holding PDSs accountable for multiple results. The draft standards…

Examines findings of Professional Development School (PDS) researchers on the potential of PDSs to change and improve the quality of education, discussing Holmes Group research, describing barriers that have limited the contribution from PDS research, and arguing for greater focus on professional development, leadership, and policy if the PDS…

Provides examples of the conceptual developmental process in four applications of psychology to education: (1) in education and training programs for school psychologists and elementary school teachers; (2) in a professional development program for career education professionals; and (3) in consultation to education professionals. The examples…

Students and teachers benefit from emphasizing literacy and professional development, not technology itself. Districts must also put learning first, build support, consider alternative delivery systems, provide adequate resources, use assessments to steer programs, shed the ineffectual, remember past lessons, heed research, and ask good questions.…

Discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development to address the problems of large urban high schools. Describes the Talent Development High School with Career Academies model being developed to meet the needs of such schools. (SLD)