Examines values that seven secondary geometry teachers placed on their participation in a school-based study group and the organizational structure and the impact of that structure on teachers' continued participation in the study group. Shows that the teachers were supported in building community and relationships, making connections across…

Describes the development of an eight-week on-campus, Web-based online course at Indiana University Bloomington for incoming freshmen to introduce them to the university's culture. Discusses course structure, design, collaboration among instructional and technology units, course assessment, and student opinions of the course. (LRW)

Survey of 125 educational professionals working with culturally and linguistically diverse and exceptional (CLDE) students in the Washington D.C. area found that most had the training and skills to work with CLDE students. However, respondents did not know the roles, responsibilities, and practices of other professionals working with CLDE students…

A primary school community in Nottingham, England, has built a social system (via extensive orientation, parent teaching assistants, and multiple school assemblies) in which staff, parents, and students share responsibility for children's academic, social, and personal development. Holistic learning is encouraged by an integrated curriculum,…

Explores how teacher collaboration can be expanded to include curriculum considerations. Describes a curriculum-centered collaboration process by which teachers can work together to solve specific classroom problems. Provides vignettes to illustrate each phase of the process. Also addresses curriculum-centered collaboration for broad-based…

Discusses several real-world cases of teachers who took the lead in working cooperatively with others to create learning opportunities. Describes changes needed in administration and teacher education. (RS)

Recounts a teacher's initiation into the process of documentation over several weeks as she joined toddlers on a "fishing trip." Draws on Piagetian and Vygotskian theories to understand and enhance children's play. Discusses how documentation is used to communicate and converse with children and offers teachers opportunities to…

Considers how the new infusion of technology into school systems provides the education culture the opportunity to reflect on its protocols and practices. Topics include teaching methods; teacher collaboration and attempts at a systemic approach; and information technology support from people with technology backgrounds rather than education…

Agrees with Rene Arcilla that philosophy of education is a marginalized discourse caught in the tension between academic (philosophical) credibility and practical (educational) relevance, suggesting that the greatest threat is in failing at both. The essay offers historical background and context for this debate, showing how it has recently…

Responds to Rene Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" suggesting that Deweyan philosophy of education is not the whole of philosophy of education, noting difficulties with the Deweyan view with which Arcilla is concerned, discussing problems with Arcilla's analysis of both the Deweyan view…

Responds to Rene Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" agreeing that there is a problem but disagreeing about its scope and solution. The essay explores the role and responsibility of philosophers of education as mediators of cross-cultural communication between philosophers and educators and…

Responds to Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" metaphorically taking philosophy and education to marriage counseling to explain their grievances against each other, critiquing gender segregation in these two endeavors, questioning whether this "marriage" should be saved, and…

Comments on several responses to Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" asserting that Arcilla is correct and that there must be conversation between philosophy and education. The article recommends situated philosophy and concludes that demonstrating the viability of philosophy of education…

Discusses the problems music teachers have with assessment because they teach a wide variety of students. Addresses the reasons why music teachers should assess their students. Includes ten tips for teachers on how to assess students in the music classroom. Provides information on using an electronic grade book. (CMK)

Discusses improvements in university teaching and reports on three initiatives in an Australian university which created opportunities for teachers to share their understandings with others and gain recognition for their contributions. The initiatives centered on the development of Teaching Enhancement Teams--groups of good teachers working…