Explores the interconnection between academic historians and the schools. Discusses the efforts of the Teaching Division of the American Historical Association, the barriers between academics and working teachers, and two recommendations to achieve progress in this area (collaborative professional development and addressing educational issues of…

Results from the Leading for Diversity study suggest that human relations and academic achievement go together. Professional development for school leaders provides them with the knowledge, experience, and skills to address cultural conflict and promote interethnic relations. The paper presents lessons learned which can help create positive…

Principals of all 14,107 middle-level schools in the U.S. were invited to participate in the year 2000 online survey. More than 1,400 responded. Responses are compared with previous studies conducted in 1965; 1980, and 1992. Discusses the implications and recommendations for recruiting, initial training, and continuing professional development of…

Examines the current diversity of early years qualifications in Scotland and looks critically at the factors that are now enabling a more coherent framework of qualifications to emerge. Highlights the Scottish Credit and Qualifications Framework (SCQF). Concludes by offering a number of recommendations to those involved in similar work in other…

A study examined attitudes of 50 new teachers toward emerging Scottish policies concerning continuing professional development (CPD). Findings indicate that teachers need to be better informed about CPD and other policy initiatives; characteristics of an effective professional educator must be identified; teachers must critically analyze their…

Discusses ways research universities can involve more tenured faculty members in supervising student teachers in schools. Describes problems with traditional model of supervision. Discusses a new inquiry-based supervision model developed at the University of Maine using faculty members as mentors, student curriculum inquiry projects…

This paper reports on the individual student projects of 37 classroom teachers enrolled in a graduate class on multicultural arts education. Identifies points of initial resistance and relates these to patterns of change. Proposes a seven-step model with which teachers can self-educate for multicultural pedagogy. (DB)

Underscores the need for mentoring in the challenging, early years of teaching. Addresses one aspect of mentoring: how informal (or "secondary") mentoring can enhance the formal processes that may be in place in many parts of the country. Describes various informal mentoring processes, including classroom observations and informal conversations,…

Describes the Alliance for Better Schools, a partnership established in 1987 between Trinity University and Mark Twain Middle School in San Antonio, Texas. Discusses the partnership's goals, including providing in-depth, multicultural experience for preservice teachers in a school committed to middle level philosophy and recognized as a leader in…

Followed two preservice physical education teacher cohorts, one from a Professional Development School collaborative, to determine the benefits of collaboration. Observations and interviews with student teachers, cooperating teachers, and administrators showed trends from apprehension to receptivity and recommitment to the teacher education…

Describes the National Science Foundation's Appalachian Rural Systemic Initiative (ARSI) to improve student performance in mathematics, science, and technology in 66 Appalachian counties. Discusses ARSI's principles of systemic change; the individual school as the unit of change; and ARSI activities in four areas: catalyst school and teacher…

This introductory article notes the special issue's purpose of highlighting ways to close gaps between research and practice in special education from the perspective of teacher preparation, inservice training, professional development, and collaborations between researchers and teachers in local schools. (DB)

This article describes the development and delivery of a special education program at West Virginia University that offers advanced training to early intervention practitioners entirely online. Initial evaluation data is presented on learning outcomes and participant perceptions. Results indicate the technology was both efficient and effective in…

A review of recent literature examines the growing shortage of qualified teachers, related to rising enrollments and high teacher turnover; various recruitment strategies; the needs of novice teachers; and well-designed induction and mentoring programs to support and retain new teachers. Sidebars describe efforts to recruit and train new teachers…

In an initiative called Sustaining and Strengthening Teachers, the University of Washington College of Education is partnering with other institutions and with school districts in four states to develop a "more coherent continuum of support" for new teachers. The program includes mentoring and continuing professional development through…