This paper, a rejoinder to "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?" by Marx et al., suggests glancing at practices outside the United States to get some perspective on the nature of the problem of why so little emphasis is placed on teaching preparation in business doctoral…

The Annual International Conference of the Bulgarian Comparative Education Society is now running in its thirteenth year. From its modest beginnings thirteen years ago, to its impressive size today, a tradition has been the production of a conference book, consistently launched on the first day of the conference each year. This year, Volume 13 of…

This paper reports on the work of a teacher-researcher collaborative group in the UK, who explored the idea of 'a dialogic approach' to classroom interaction and examined its relationship to use of the interactive whiteboard (IWB) in orchestrating classroom talk. We focus on how the co-inquiry process within this group led to the articulation of…

This paper reflects on the development of teacher continuing professional development (CPD) in Scotland, a constituent part of the United Kingdom that now has significant devolved powers within the United Kingdom--from a time when INSET was ill-coordinated and unvalued to the present reliance on CPD, with substantial investment, as the agent of…

Identifies six principles to inform professional development of mathematics teachers in the United Kingdom for the 1990s: (1) Localization; (2) Personalization; (3) Collaborative Practice; (4) Training the Trainers; (5) Whole School Policies; and (6) National Planning. (MDH)

The report provides a survey of staff development (SD) managers in 505 English, Welsh, and Scottish further education colleges (227 responses). The objective was to determine how much SD has changed and matured since incorporation, and how much it has created benchmarks. Findings indicated that few staff developers had a relevant SD qualification.…

All countries in the developed world aspire to ever higher standards of education and training. Clearly this depends, at least in part, on having a sufficient supply of high-quality schoolteachers. In the UK on the two occasions in the last 75 years when there were reviews of this need (the McNair report of 1944 and the James Committee of Enquiry…

Cascade models of in-service training are widely considered to be a cost effective means of introducing educational change to large numbers of teachers. Data from 511 teachers completing a cascade training programme that introduced current ideas about and procedures for teaching English to young learners, suggests that provision of training alone…

Investigated why teachers taught the way they did, collecting data from Egyptian science teachers in the United Kingdom during an inservice course and in Egypt after the course. Teachers were frustrated in introducing even limited change. Their evaluations of which inservice experiences they considered most useful differed from changes they were…

Excerpts from "Teacher Education and Training" (the James' Report), issued in the United Kingdom early in 1972, comprise the bulk of this newsletter. James recommends that "all teachers should be entitled to release with pay for inservice education and training on a scale not less than the equivalent of one term in every seven…

This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive…

For the past three decades, the United Kingdom (UK) has been searching for the best methods of providing computer literacy and competence for elementary and secondary pupils. Initially, schools developed computer studies as a separate area of study instead of promoting the use of computers across the curriculum, an approach supported by the…

The author, who is Director and Deputy Head Teacher of a newly established Department for Education and Skills training school, examines the origins of the successful bid for training school status, the proposed changes to professional practice and informed discourse, and the enhanced expertise which it will bring to all involved, and how already…

The Graded Objectives in Modern Languages (GOML) approach has contributed to the reform and development in the teaching of modern languages in the United Kingdom during the past 10 years. The introduction of shorter-term goals has revolutionized the way in which many teachers think about what should be taught to their students, and how it should…

Discusses the growing influence of the Teacher Training Agency (TTA) over initial and continuing teacher education in the United Kingdom since its inception in 1994, focusing on the TTA's 1996 agenda, the new National Curriculum for Teacher Training, continuing professional development, and educational research. Criticizes the agency's increasing…