Describes a multi-year, collaborative research and professional-development project at Boston College known as "Seeking Social Justice." The project provides a "proof of possibility" for other faculty groups trying to infuse social justice into preservice teacher education despite profound differences in politics, disciplines,…

Details four strategies that have helped create a campus culture at Duquesne University (Pennsylvania) that embraces technological tools for pedagogical change: encouraging faculty to learn about colleagues' successful use of technology; stimulating faculty and departments to examine learning goals for students; providing faculty with information,…

Most preservice programs do not adequately prepare students for using technology in instruction. University faculty must model technology use and integrate it throughout the program. This requires significant change in many teachers' instructional strategies. Continued quality faculty development can facilitate this change. The paper discusses the…

Describes an innovative collaboration between a Texas University and several school districts which partners veteran and novice teachers in a professional growth opportunity. Certified beginning teachers receive a fellowship stipend and tuition to get a master's degree, partner with full-time mentor teachers, and perfect their teaching skills.…

Describes a staff-development project that trains K-12 science teachers to use Interactive Multimedia Exercises (IMMEX) software, which expands teachers' content knowledge, teaching them about IMMEX and about how to create problem-solving exercises for diverse students. The paper examines project development and implementation, describes IMMEX…

Surveyed 19 middle school mathematics teachers and 18 school-of-education faculty members about the extent to which performance-based learning and assessment experiences were viewed as important and needed. Discusses implications of differences between the two groups for planning professional-development workshops. (SLD)

Investigated the impact of a school-based teacher-education partnership on the professional development of elementary mentor teachers. Analysis of two mentor-teacher surveys indicated that mentors perceived benefits in the areas of teaching style, addressing student needs, and program influences. Mentor teachers became more self-confident,…

Describes the Learn Online project at Grant MacEwan Community College (Alberta, Canada) that was developed to convert selected distance education courses to a Web-based format. Discusses team-based course development; positive student responses to accessibility and flexibility; faculty responses; and the need for faculty training. (LRW)

Describes summer experiences for teachers that provide new ideas and renewed excitement for teaching. Science teachers take part in the Teacher at Sea program and National Science Foundation field projects and expeditions. A Washington elementary school sends teachers to Mexico to increase their Spanish skills and understanding of their Hispanic…

Discusses how reflection through metaphor can be a means by which preservice teachers and practicing teachers can share the development and constant modification of their personal philosophies of learning and teaching science. (Contains 16 references.) (Author)

Describes the efforts at Pace University (New York, NY) to develop and refine electronic classrooms. Topics include technology integration; needs assessment; ergonomics and environmental design issues; small-group instruction for faculty training, including cross-departmental partnerships; student feedback; and faculty feedback. (LRW)

Describes values underlying one university's co-reform practices and ways that those beliefs have been enacted through practice, discussing: context and impetus for change; making the tacit explicit; involving teachers in decision making and instruction; modeling effective teaching; understanding the daily work of teaching; professional…

Describes a professional development experience in which elementary teachers and college faculty participated in an Inquiry Seminar housed in the elementary school over 3 years. Teachers discussed classroom action research, and college faculty reflected on problems of practice in today's elementary classrooms. The boundary-crossing activities…

Academic service learning contributes to the renewal and satisfaction of faculty, offers new opportunities to think more consciously and creatively about relationships (faculty/student, disciplinary/interdisciplinary knowledge, campus/community), presents opportunities to contribute to the field's development, and offers a vehicle to faculty,…

Describes teacher professional groups being implemented in Chilean secondary schools to improve the quality and equity of public education, examining utilization of research and theory development on educational policy and changes in educational systems. Discusses implementation of the groups and examines what has been learned via case studies and…