Faced with government-mandated restructuring, Dutch secondary schools and universities are networking to tackle school and professional development concerns. The collegial network helps teachers interpret and influence government policies, learn from one anothers' experience, tap into external expertise, and develop new educational approaches,…

This study explored attitudes of 50 general educators and educators working with gifted students regarding linkage between the general and gifted education programs. Suggestions for increasing communication, cooperation, and collaboration between general and gifted practitioners are provided. (Author/PB)

Proposes that teachers who undergo accommodative change do so if they are internally motivated to learn; become aware of their implicit ideas and practices and critically examine them; construct alternative knowledge, beliefs, and practices; resolve conflicts between the prior and the new set of ideas and practices; and do so in a social climate…

Challenges historical power relations, which have valued academic knowledge over teachers' experiential knowledge, asserting that such experiential knowledge should be considered legitimate; noting the need to assess knowledge produced by teachers and academics and offer apparatus for conducting such assessments; and recommending that by…

Describes as research project that examined the types of professional development activities that best meet the needs of instructors involved in online course development. Discusses barriers that prevent instructors from participating, activities that were most helpful, and a collaborative model that allows instructors to learn actively while…

The first-year global evaluations of the eight design implementations in Memphis, Tennessee, are based on syntheses of data from multiple sources. Common strengths included revitalized schools and initiation of new school organizations and teaching strategies. Common concerns include the need for more focused training, teacher collaboration time,…

Reviews key aspects of a change process in a Florida university's special education department. Describes core beliefs and values that underpinned the change process, the development of collaborative research groups (CRGs), and how CRGs have created linkages with other academic units and the community. (Author/CR)

Discusses the need of special education teachers for a mentor to help them through the critical first year of teaching students with special needs. The different reasons why special education teachers, in particular, need mentors are listed, along with the ways mentoring assistance could be provided. (Author/CR)

Explains how four women teacher educators determined changes to make when co-teaching a secondary education course emphasizing interdisciplinary curriculum. They designed the model to guide students into identifying themselves as educators rather than purely content area specialists. The article narrates their experiences crossing disciplines,…

Examines processes and models of professional development that effect change in teachers' practices. Describes the study group process, the role of reflection, goal setting research, and collaborative writing workshop project results. Presents findings that support the research relative to the critical need for collegial collaboration. (SG)

Discusses changing traditional higher education courses to a Web-based environment, focusing on faculty workload, and describes the development of online courses at Ohio University by a cohort of faculty from the College of Education and College of Music. Highlights include technical problems; instructional design; and psychological concerns of…

Introduces eight essays inspired by Rene Arcilla's essay, "Why Aren't Philosophers and Educators Speaking to One Another?" The essays focus on the decreased visibility and influence of philosophy of education on the community of educators. Some essays agree that the problem exists but disagree about its causes and remedy, while others…

Accepts the premise of Rene Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" asking how philosophers of education of a Deweyan character can occupy the intermediary position between philosophy and education with their different languages, contexts, and concerns. The essay uses examples from the work of…

Responds to Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" noting complexities that complicate the answer and suggesting that they are indeed communicating if one accepts a broader definition of philosophers and educators. The essay asserts that little educational research and theory has had much…

Responds to Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" suggesting that philosophers and educators are actually speaking to one another, copiously and productively, though the conversation sometimes takes other, less direct modes. The paper asks whether they should be talking to each other,…