Articulates methodology for studying mathematics-teacher development in the context of reform. Provides an approach to understanding teachers' current practices and viewing their current practices in the context of development towards envisioned reforms. Applies conceptual frameworks developed within the mathematics-education research community to…

Describes a program developed at Western Michigan University to train faculty in the use of instructional technology. Acquaints faculty with the support staff and computer facilities available on campus and helps them begin their own projects, usually creating their own Web pages. (LRW)

Describes an approach to mentoring new teachers in California's Conejo Valley Unified School District that addresses five phases of new teacher development, explaining that, although it is not as structured nor comprehensive an approach as the California Formative Assessment and Support System for Teachers (CFASST), it has clearly demonstrated…

Documentation and analysis of six university professors' reflective processes in their daily planning, instructing, and evaluation of learners led to design of a metacognitive model and coding scheme that operationalize the process of reflection. Both provide a language for describing reflection, and therefore a way to think about improving…

Presents and applies a teacher professional-development-oriented analytical framework to provide clarity to the discussion of what role network-based communication may play in teacher professional-development experiences. A table presents a summary of advocacy and adversarial claims in network-based professional development by areas of…

Discusses research on the contexts, processes, strategies, and structures in which professional development is effective and, in some cases, able to demonstrate a link to improved student learning. (CCM)

An interview with Asa Hilliard discusses: how he would ensure competent teachers for all; the importance of having faith in teachers' ability to grow; how administrators can affect attitudes; how to create the will to produce schools where all students learn at high levels; how to prevent marginalization of master teachers; and how to make master…

Five veteran teachers reflected on the positive influences of mentoring younger colleagues. Interviews indicated that three areas enhanced the colleagues' professionalism (creating their own schedules, expanding their view of teaching, and continuing their professional growth). This paper presents insights about mentoring, noting programmatic…

Findings from a study of mentors and protege teachers in a Rhode Island mentoring program suggest that mentoring may be as beneficial to mentors as to proteges. After describing the Rhode Island mentoring program, this paper examines the benefits for mentors (e.g., enhanced self-esteem, reduced isolation, reflection on practice, and learning from…

Presents 12 constructivist tools and techniques for teaching groups of teachers and leaders and helping promote change. By establishing constructivist norms and applying the constructivist tools and techniques, staff developers can help all group members share their collective knowledge while stretching their thinking about teaching. The paper…

Explores the role of research in the educational reform process by examining two research-informed professional development programs focusing on changing teachers' beliefs and practices. The Cognitively Guided Instruction program and the Integrating Mathematics Assessment projects provide contexts for examining the influence of teachers' knowledge…

Discusses West Virginia's Mentoring Apprentices Project (MAP) as a supplement to the Apprenticeship for Child Development Specialist (ACDS) program involving mentors, proteges, and program directors. Describes the five stages of MAP: (1) recruitment of participants; (2) orientation and MAP preparation; (3) classroom visits and conferencing; (4)…

Block scheduling can help high school principals become staff-development leaders. It gives teachers more time to help individual students and contributes to improved achievement, attendance, and graduation rates. This paper describes the results of research on block scheduling in urban high schools and concludes that block scheduling can support…

Discusses what four teachers and their staff developer (each of whom wrote an article for this themed issue of this journal) learned over their two-year journey, a journey in which the goal was to improve their writing workshops. (RS)

Describes the development and operation of the teaching-consultation program of the University of Kentucky Community College System. This program provides faculty members with an opportunity to analyze their teaching behavior and make changes by working with full-time faculty colleagues who act as consultants. (DB)