To help their staff become more active in solving problems that arise, day-care administrators need to teach the tools of empowerment; help people understand feelings; stick with the problem, not the person; avoid sweeping statements; recognize successes; believe in the staff; do the unexpected; and avoid taking sides. (MDM)

Offers reflections by a teacher educator who spent a year teaching a third-grade class. Discusses the realities of a teacher's internal decision-making process and day-to-day interactions with children in the classroom. Notes that uncertainty is what keeps the inquiry process going. (SR)

Argues that focusing vision and going beyond imitation is the path by which the teacher becomes a learner and, as a result, a better teacher. Illustrates the individual search for authority of two teachers through two personal stories. (SR)

A survey of 404 full-time, tenure-track assistant professors at Case Western Reserve University (Ohio) found that successful researchers exhibit specific research activities and scholarly habits to an extent that less-successful researchers do not. Implications are drawn for faculty development and related research. The survey instrument is…

The way in which teachers interact with learners may be more important than the teaching methods used. With adult learners, there is the possibility of a mutual teaching-learning relationship, which becomes the moral responsibility of both parties to achieve. (SK)

Discusses 10 "truths" about teaching, including idle minds are worse than idle hands; whatever the reading assignment, there's a video; there are no dull subjects; discipline is not a teacher's first worry; and keep a daily journal. (RS)

Finds that teacher immediacy scores were higher for African American college teachers than for Euro-American college teachers, but that the impact of perceived immediacy operated differently for the two groups. (SR)

Tells the story of Michael, an 18-year-old at-risk high school student who gradually transformed himself into an active learner with self-confidence and self-acceptance. Describes his teacher's befuddlement, and how the teacher learned from him to quit teaching and to begin coaching, guiding, challenging, listening, sharing, and giving students…

Interviews and observations of 11 peer-identified effective nursing faculty using a feminist framework of lived experience revealed that effectiveness was related to their valuing hard work, caring, interaction, sense of humor, and learning. They maintained effectiveness by growing and changing and trying to find a fit between organizational and…

Analyzed message strategies used by teachers while intervening in toddler disputes. Found that teachers rarely requested information from toddlers during or following conflicts, thus not allowing disputes to be resolved through negotiation. Instead teachers usually used "stop" commands. Teachers intervened in disputes every five minutes,…

Discusses literacy experiences in a multiage classroom, noting different kinds of groupings and showing how the teacher grouped and regrouped the children on a typical school day. Argues that flexible grouping is an effective organizational approach appropriate to any classroom. (SR)

Muses about teachers' reading habits and their ability to trust themselves as competent, literate individuals. Refers to Howard Gardner's book, "The Unschooled Mind: How Children Think and How Schools Should Teach." (SR)

Discusses how a drama teacher's life and teaching were changed during a summer course. Suggests that the role of the drama teacher is to give students the tools they need for active learning (the ability to concentrate, focus, and listen) and the tools they need for living (the ability to communicate, relate, and empathize). (RS)

Student learning is affected by (1) process variables--student-teacher interaction and its effect on student behavior; (2) product variables--short- and long-term outcomes; and (3) presage variables--effect of teachers' formative experiences on teaching behavior. (SK)

Presents the inner dialogue and debate about teaching between several voices within a teacher who is trying to listen better to the whole of himself. Points out that listening better to students is a way of modeling the importance of learning to listen to each other. (SR)