Presents a talk addressing "language issues"--issues of student writers who are not native speakers of English, who are struggling with standard English usage, and/or who are unfamiliar with the conventions of academic discourse. Offers an explanation of what writing-to-learn pedagogy should be and do. (SG)

Offers suggestions on how the scholarship of teaching could be built into graduate and faculty development programs, and introduces a model that could serve as a framework for courses on learning to teach in higher education. (EV)

Discusses written comments by students on faculty evaluations and suggests how faculty can organize them to provide usable feedback to improve their teaching and student learning. (EV)

Teaching science means doing science and involves three elements: knowing content, knowing children, and teachers knowing themselves as teachers and learners. The authors describe principles and requirements that reflect National Science Education Standards for the active learning of science. They identify key ingredients for primary students and…

This book explains how to use whole-faculty study groups to get the entire teaching staff working together on one set of organizational goals. Chapter 1 discusses the school reform environment and the potential of whole-faculty study groups to serve as a major change process for improving schools and student learning. Chapter 2 describes the…

A series of five modules is designed to provide content and structure for staff development in classroom management techniques. Each module contains preview questions, module objectives, a number of instructional activities keyed to stated objectives, and a number of follow-up/review questions and activities. The five module topics are: teacher…

In 1977, 13 staff development projects were initiated in California under ESEA Title IV-C. The task of each project was to design and implement a unique system for developing a comprehensive staff development program. The materials in this book describe one of the 13 staff development projects: a "Service Center" for staff development that was…

The essentials needed for developing teaching novices into good teachers are autonomy, collaboration, and time. School improvement plans should include an understanding of the conditions that foster the professional growth of teachers. Provides a table and extensive list of references. (MD)

Describes a successful peer support group developed in a high school English department. After identifying teacher needs as educators, peers draw on each other's experiences instead of using outside experts. Claims the program is successful because teachers become actively involved in learning as they share with each other. (NH)

Describes six ways an English supervisor or any other instructional leader can reach beyond the school system to learn about current practices in the field. (HOD)

Describes how an English professor trained to become a technical writer for industry and the benefits of such training to all technical writing teachers. (AEA)

This document is a chapter in "The Principles and Practice of Educational Management," which aims to provide a systematic and analytical introduction to the study of educational management. The structure of the book reflects the main substantive areas of educational leadership and management, and most of the major themes are covered in…

This document is a chapter in "The Principles and Practice of Educational Management," which aims to provide a systematic and analytical introduction to the study of educational management. The structure of the book reflects the main substantive areas of educational leadership and management, and most of the major themes are covered in…

The National Writing Project (NWP) at Work monograph series describes NWP work, often shared informally or in workshops through the NWP network, and offers detailed chronological accounts for sites interested in adopting and adapting the models. The New York City Writing Project (NYCWP), with over 20 years of inservice experience, has learned that…

This paper seeks to answer three basic questions related to the use of teaching portfolios in faculty evaluation and development: (1) "What is a teaching portfolio?"; (2) "How can the teaching portfolio be used to document and facilitate teaching?"; and (3) "How can teaching portfolios be assessed?" The teaching portfolio is seen as encouraging…