Science teachers in culturally diverse classrooms need support to plan and enact an inclusive relationship between the epistemology of science and traditional epistemologies. Two Intercultural Teaching Practices for Science Education (ITPSE) potentially solve this problem. The ITPSE are teaching supports that embody the 'epistemological bridge'.…

With a focus on the US, I briefly review the literature to examine current trends, and outline a typology of what is meant by educational research for teaching by, with and for teachers, followed by a discussion of why it is important for educators to engage in and commit to such research. The key question in this article is what kinds of research…

Australian and international research has identified that many generalist teachers have limited confidence and experience in teaching the Arts in the early years of schooling and education. There is also a significant gap in the provision of quality professional learning programs for teachers. Research has identified that appropriate training and…

The term "professional vision" points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher's interest was to capture and study notable aspects of the teacher's practice. Through a coding scheme, disparate…

In-service teacher education in China has traditionally been mainly lecture-centred, theory-orientated, and experience-led. For various contemporary reasons such an approach may not be effective since it is unlikely to provide a context in which teachers are able to put educational theories into practice. "Action Education", a…

The article examines the role of educational leaders in implementing the use of computers in education. After discussing whether leadership for the integration of information technology is desirable, the paper suggests a versatile, continuous, well-organized approach to bringing about lasting, substantial change. (SM)

Recommends emphasizing the accuracy and integrity of what is being taught as well as the mechanics of information delivery, noting that minority groups have historically been underrepresented in the curriculum. Curriculum revision on all levels requires incorporation of achievements of all members of the diverse U. S. society. (SM)

First-year teachers need mentoring by experienced, successful practitioners. This paper suggests a model for preparing mentors that was developed by school district personnel and university faculty. The model provides 14 hours (distributed over the school year) of training in philosophy, basic mentoring, communication skills, peer supervision,…

The University of Vermont's approach to collaboration in professional development has been to establish specific schools as field sites. By sharing perspectives, knowledge, and resources, the schools and university can enrich practice for preprofessional students, professional teachers, and professors of education, with programs evolving in…

Examines discontent over standards of education and its relationship to current debates about multicultural education. The paper discusses the views of critics and advocates of multicultural education as well as of those who must implement it no matter what their stance. It also notes the effects of discontent on students. (SM)

Paper describes an experimental summer course in which teachers read the fiction of ethnic cultures, learned factual material about the cultures, and wrote about their responses in order to gain an understanding of minority/ethnic group issues. Teachers responded very positively to this consciousness raising effort. (SM)

Paper describes the experiences of a Lithuanian-American teacher who traveled to Lithuania to conduct summer seminars for early childhood educators. Through the seminars, she not only taught the teachers about whole language, integrated curriculum, and cooperative learning, but she learned about the politics involved in educational reform in…

Two college professors used peer observation to learn specific instructional techniques and content from each other's classrooms. Pre- and postobservation conferences, surveys of colleagues and other colleges and universities about peer observation and coaching, and reflective journals indicated the experience required great trust but was well…

A community college professor recounts how he took a risk and left the security of his job when it began to feel stale in order to push his creativity as an educator to the limits. Moving to a university, he took risks in the classroom and pushed his students to their creative limits. (SM)

Paper examines how four educators who did not elect to follow careers as formal school administrators engaged in learning activities to become educational leaders, following them through special leadership programs. The return of three of the four to the classroom rather than entering administrative posts suggests the need for broader definitions…