Describes the Teaching and Learning Collaborative (TLC) in Technology, which prepared preservice teachers to incorporate technology into lesson plans and supported inservice teachers' professional development with technology, offering a professional-development course, seminar sessions, and e-mail communication. Evaluation indicated that…

Describes a faculty-development program designed to change teacher attitudes, behavior, and instruction and, thus, improve the achievement of language-minority students in two New York state secondary schools. Examines challenges to creating and maintaining school structures that promote immigrant students' success and identifies factors that lead…

Investigated preservice and inservice teachers' attitudes toward CaseNET, a web-based, case-based learning environment. Analysis of participants' written comments indicated that they considered CaseNET an opportunity to engage in professional development via exploration, reflection, collaboration, and hands-on interactions with authentic teaching…

Describes NASA's Learning Technologies Project at the Glenn Research Center (Cleveland, Ohio) that conducts research into enhancing elementary and secondary school science and mathematics classrooms through videoconferencing technology. Discusses teachers' professional development videoconferences; distance learning; student videoconferences;…

Ethnographic study describes the professional development of seven unlicensed or nonqualified teachers involved in a community teacher education project in two informal settlement community schools near Johannesburg, South Africa. Data from observations and interviews highlight the teachers' initiative in pursuing their own professional…

Discusses how co-teaching is useful for teaching important aspects of teaching to preservice educators, presenting an episode of masterful questioning from a study about teaching and learning in a science classroom co-taught by an experienced science teacher and a preservice teacher completing an internship. Their work suggests that preservice…

Describes Connecticut's ongoing school reform efforts, which began around 1985. The reform process involves creating, supporting, and revising a coherent set of policies for improving teacher learning that are also aligned with standards for students. Planning includes state department staff in collaboration with teachers and principals. The state…

We studied the outcome of a professional development opportunity that consisted of 2-week-long resident institutes for teams consisting of a secondary science teacher and two students. The science content of the National Science Foundation (NSF)-funded professional development institute was monarch butterfly ecology. The first institute took place…

Over the past 6 years, Arizona State University West (ASU West), located in Phoenix, Arizona, has developed an Early Childhood program that features curricula based on the National Education Technology Standards for Teachers (NETS-T; International Society for Technology in Education [ISTE], 2000), National Technology Standards for Students…

"Elementary Science: Where are We Now?" is a review of Elementary Science Education from the 1960s to 1999. Curriculum moved from uniform programs in the 1960s based on two assumptions to a wide diversity of goals, philosophies, and types of materials in the 1970s. The two assumptions behind the elementary science curriculum programs of…

This paper explores the importance of interaction in the online teaching environment and the important role of staff development in developing teacher presence online. Professionally developing staff to use information and communication technologies is viewed from the standpoint of diffusion of innovation, moving from early adopters to mainstream…

Rather than focusing on teaching teachers, university researchers helped local teachers study what students thought about math and science ideas--with powerful results. As teachers understood what students were thinking, they modified their practices to promote deeper understanding. Their collaboration created bottom-up change.

This is the first of two self-studies of my first five years as a teacher educator attempting to prepare preservice teachers for the practical realities of the classroom while being respectful of their personal professional knowledge. I coined the term "relational teacher education" to convey my approach, which is informed by Rogers' (1961)…

In response to the need for the tertiary sector to ensure the ongoing quality of teaching and learning, a Western Australian university has implemented a divisional strategic plan in order to gain quality student feedback and support staff professional development. In 2000-2002 the Business Division within the university established a systematic…

How can the "revolving door" at the nation's high-poverty schools be slowed down? How can diversity be taught in teacher preparation that relates to teaching and learning? How can teachers learn to use the diverse urban classroom as a rich asset? By focusing on reconceptualizing general education studies, addressing key urban understanding and…