Background/Context: In an era of high stakes accountability, public school districts struggle to improve teaching and learning for all students. As a result, effective professional development approaches for teachers are a high priority. Recently, teachers' learning communities (LCs) have been recommended because successful LCs foster teacher…

Suggestions to make some Holmes Group proposals into workable platforms for action are made. These include twelve-month employment for professionals, changes in classroom teaching, professional development schools which reflect the unity of the workplace, reconceptualization of professional knowledge, and coordination of teacher education and the…

The cultural tradition of public service and "technocratic mindedness" have influenced and shaped the teacher's role. Interviews with teachers illustrate aspects of the nature of limits and role boundaries. Instances and meanings of contrary teacher actions are discussed. (DF)

This article encourages teachers to think about how they teach. Teachers must pay attention to their actions, interventions, and their own life history. The vision and value of teaching are explored. (DF)

The concepts of mutual adaptation and mutual accomplishment are used in an analysis of implementation of a delinquency prevention research and development program. Success from the perspective of both the developer and the participant is described. (DF)

The basic assumptions and historical roots of CBTE are examined; the rise and development of opposition to CBTE is traced; and predictions of CBTE's future are ventured. (MM)

Entitlement legislation, demographic trends, and increased status and control over a student constituency have encouraged teachers to specialize. This trend can lead to bureaucratization and fragmentation of the profession. Specialized professional services should be provided in a way that recognizes client involvement in decision making. (PP)

Investigated high school students' experiences throughout the school year as they become involved in the work of a community environmental organization, using situated learning theory to view their learning as transformation of participation. Results highlight the dynamics of power differentials between novices and experienced practitioners, which…

Meaningful and educationally significant school reform will require attention to five dimensions of schooling: the intentional, structural, curricular, pedagogical, and evaluative. Eight factors make change in schools difficult, including teacher isolation, persistence of school norms, inadequate in-service education, and internalized teacher…

Responding to an article by Donna Kerr (Teachers College Record, Spring 1983), Davy argues that improving teacher education demands a clear understanding of the teacher's role and of how recruiting "the best and the brightest" student relates to teaching. Teachers need intuition, imagination, and inspiration, and the ability to relate to children.…

Explores the relationship between feminist pedagogical theory and progressive education related to classroom gender relations and construction of female teacher authority, examining contemporary applications of progressive educational theory to gender issues, addressing teacher authority (noting Dewey's writings on women), and suggesting how…

In this article I attempt, through stories and reflections, to give voice to some contemporary experiences, including fears and difficulties, of being a teacher in the early 21st century. I explore the idea that contemplative practices might open paths for negotiating and rediscovering depth, grace, and courage in our work as teachers, in a time…

The form and content of teacher student relationships, the norms underlying them, and their effects on individuals and the organization are explored. (MM)

Author attempts to understand the dimensions of the teaching art. He examines common sense and the cumulative teaching experience as two facets of that art. (Author/RK)

Paper is an attempt to spell out the underlying premises, the goals, and some of the characteristics that distinguish the approach of the Bank Street College of Education from others. (Authors/CB)