Responds to the article "Opportunities Lost: Teachers Learning about the New York State Social Studies Framework" by S. G. Grant. States that Grant loses an opportunity to provide the type of social analysis needed to extricate teacher educators from their complicity in New York State's regulation of teaching by misconstruing…

Responds to the articles "Another Opportunity Lost?: Maybe Professional Development Experiences Aren't Supposed to Teach Teachers Anything about the New York State Social Studies Framework" by Sandra Mathison and "Misconstruing Constructivism and State Regulation of Teaching (Unlearning What We Know about Educational Reforms)"…

Presents conceptual frameworks for discussing distance education. Considers the networked environment; the higher education market; rationales for distance education, including expanding access to educational and training needs; learner segments, including lifelong learners and professional development; indicators of institutional readiness;…

Suggests ways child care directors can support staff in their professional and personal development and still maintain a solvent operation. Suggestions include conducting an all-agency training audit, creating a training accountability chain within the agency, providing information about and expectations for training and its outcomes, and…

Presents information on the National Council for the Accreditation of Teacher Education's requirements for a performance-based system of assessing teacher candidates and the similar requirements of NAEYC within its higher education program approval process. Presents questions to create a systematic teacher assessment plan, websites for further…

Identifies questions arising from implementation of computer-based technologies in Canadian schools--questions of public policy in an increasingly technocentric and commercialized environment, of investment in technological infrastructure, and of teachers' professional development and its effectiveness. Lists necessary factors for the success of…

Discusses motivation systems theory and the complexity of motivation. Recommends that teachers reframe traditional dual dichotomies concerning intrinsic versus extrinsic orientations in motivation, intellectual challenge versus self-esteem development, or personal growth versus shared standards by blending the best assets from both to create…

Presents abstracts of papers presented at the 29th Annual Conference of the Canadian Association for Information Science (CAIS) held in Quebec on May 27-29, 2001. Topics include: professional development; librarian/library roles; information technology uses; virtual libraries; information seeking behavior; literacy; information retrieval;…

Chapters in this section of "Educational Media and Technology Yearbook" examine important trends prominent in the landscape of the school library media profession in 2001. Themes include mandated educational reform; diversity in school library resources; communication through image-text juxtaposition in Web pages; and professional development and…

Surveys the national context of recruiting and hiring faculty developers, examines faculty development center staffing, and discusses the advantages and challenges of hiring a diverse staff. Offers suggestions for the future of educational development associations as multicultural organizations and how educational development professionals can…

While graduates must be effective critical thinkers, they must do more than just think critically for its own sake. College coursework should encourage collaboration and invite the kind of sophisticated, cross-disciplinary, flexible perspectives necessary in the workplace. (MM)

Compared Professional Development School (PDS) and non-PDS graduates regarding retention in teaching, teaching effectiveness, and perceptions of professional preparation. Surveys of beginning teachers and principals found no differences in teacher retention. Principals rated PDS graduates higher in some aspects of teaching effectiveness. PDS…

Explores the issues and agendas affecting teachers in a pilot graduate program for 52 veteran K-12 teachers. Provides an overview of the learning community model and applications for professional development. Suggests the learning community model is a way to support and inspire teachers and enhance teacher efficacy. (RS)

Presents annotations of 37 selected recent research in the teaching of English and related fields. Addresses bilingual/foreign language education, discourse processes, literacy, professional development, reading, teaching and learning of literature, teaching and learning of writing, and technology and literacy. Notes that most of the studies…

Examines 11 preservice teachers' experiences with action research. Explains the four components of an action-research course: (1) reflection and inquiry; (2) learning about students; (3) learning about content knowledge; and (4) learning about social justice and democracy. Focuses on three teacher candidates' action-research studies. (CMK)