Rather than informing the teaching community about good research, five experienced teachers and three university researchers developed a discourse community around vocabulary learning to reflect on practice, engage in shared critiques, and support professional choices. In doing so, they were able to inform the research community about good…

This commentary discusses three previous articles that address the concept of "communities of practice" as a particular theoretical approach to the professional development of teachers. The need to establish a learning community across levels of expertise rather than within them is emphasized. (CR)

This commentary discusses three previous articles that address the concept of "communities of practice" as a particular theoretical approach to the professional development of teachers. Challenges faced in trying to foster community in educational practice are addressed, and the promotion of professionalism in teaching through a dialectical…

Discusses how reform affects students and how teachers can help them adapt to change. After explaining the principles of change and how they affect students, the paper examines the stages of change (comfortable dependence, anxiety, and comfortable independence); discusses students and the process of change; explains the supports that students need…

Addresses the connections between faculty development and information literacy and presents strategies for establishing campus partnerships. Discusses five related topics: information literacy and campus culture; campus initiatives; strategies for partnerships; a faculty development model; and the Florida International University Model for…

Looks at the implications of the new millennium in the development of Catholic identity of teachers. Puts forth a Catholic identity paradigm for the educator, and addresses issues of commitment to community-building, lifelong spiritual and religious growth, ongoing professional development, formation of students' spiritualities, and students'…

Describes use of collaborative metaphorical discussions, mind mapping, and imaginative visual thinking by the faculty of the Rider University School of Education to produce an idealistic vision of the college's future. This vision is expressed as a fanciful metaphorical drawing surrounded by a mind map and accompanied by a story connecting symbols…

Four British teachers working in social inclusion positions reflect on their own and their colleagues' professional development. Data from teacher interviews highlight an almost total lack of formal preparation for their current positions. A discourse of liberal individualism is more evident than one of equality or justice, with poverty…

Examines the experiences of three school districts that provide effective, district-wide staff development on teaching with technology, embracing three major concepts: delivering staff development in a variety of ways, having teachers teach teachers, and using technology-based lesson plans, instructional units, and other teaching tools (often…

Investigated developments in inclusion and adaptive instruction in Dutch elementary schools over time. Survey data indicated that partnerships between regular and special education schools and school policies on teacher professional development were implemented with increasing consistency. Use of differentiated instruction and adapted curriculum…

Describes the characteristics of guerrilla warriors and explains their tactics. Then discusses how these tactics can be successfully adopted by faculty development specialists attempting to promote the use of instructional technology among faculty members teaching in the higher education environment. (EV)

Encourages using a portfolio as a means of tracking and assessing a teacher's strengths and achievements. Explains what a portfolio should include: (1) background information; (2) current statement of teaching philosophy; (3) course syllabi and descriptions; (4) course portfolio; (5) sample assignments and handouts; (6) samples of student work;…

A long-standing problem for rural school districts is recruiting and retaining quality teachers for their classrooms. The lack of resources, low salary and incentives, and personal and professional isolation are some reasons why fewer good teachers choose to work in rural schools. In order to address the challenges facing rural schools, states and…

In the European context the continuing training of early childhood educators in terms of information and communications technology (ICT) remains limited and is in need of development. The KINDERET project has been funded through the European Commission's "Leonardo da Vinci" programme aimed to identify and understand the theoretical and…

As the effects of the No Child Left Behind (NCLB) Act and its ensuing mandates for compliance are felt in classrooms across the United States, the issues of high-stakes testing and rigorous benchmark paradigms are becoming a daily challenge for teachers. NCLB mandates rigorous testing for every child in grades 3-8 in reading and math. Children…