Discusses the articulation between teaching and learning, how to differentiate them, and how to establish relations between them as it pertains to aspects of knowledge. Aims to develop teaching situations more relevant to learning. Teaching is associated with knowledge to be taught, knowledge sequencing, and teaching situations. Learning is…

Bruce Joyce has long been involved in efforts to develop collaborative professional inquiry. In this article, he looks back at some of those efforts in the hope that we can draw lessons from them and finally realize the vision that Mike Schmoker set forth in his February article. In the article featured on the cover of the February Kappan, Mike…

This article draws on data from the authors' recent research project "The Impact of Performance Threshold Assessment on Teachers' Work", funded by the Economic and Social Research Council (ESRC R000239286) for two years from May 2001. Within its wider context of performance management the authors focused on "Threshold Assessment", employing a…

This study describes the influences that one professional learning community had on teacher resilience, teacher retention, and school reform initiatives. Teachers at a low performing, urban middle school in the Southeastern United States implemented professional learning communities as a reform initiative to assist with staff development. This…

In Spring 2007, educators in 63 participating Ohio school districts across the state spoke out on working conditions in their schools by participating in a web-based survey that addressed key teaching and learning conditions related to time, empowerment, school leadership, professional development, and facilities and resources. This is the final…

Educational policy discussions typically exclude the teacher's voice and ignore constraints of time, energy, and resources that challenge teachers and hinder policy implementation. The case studies presented in this monograph attempt to restore the teacher's perspective. Rather than analyzing policy shortfalls stemming from teacher "apathy" or…

Seven major areas of reform that are bringing significant changes in teaching and teacher education are documented and discussed: (1) improving the academic quality of students entering teacher education programs; (2) upgrading the standards for the accreditation of teacher education institutions; (3) raising teacher certification standards; (4)…

Ways to promote successful reform of colleges and schools in the 1980s are discussed. Attention is focused on issues pertaining to the curriculum, the teacher, and the student. Ways that colleges can contribute to reform of the schools are also addressed. It is claimed that many students have difficulty when they must use higher-order academic…

Explores "second-wave" reform efforts aimed at restructuring schools and reshaping teacher roles to permit greater autonomy, responsibility, and status. As better working conditions increase teacher satisfaction, education will compete more favorably with other professions as a career choice. Includes 16 references. (MLH)

Multiyear teaching is part of an ongoing interest in ways of organizing schools to best support the social and academic aims of education. Here, teachers are assigned to follow the same class as their students move together from one grade level to the next. In the first of three sections, the potential benefits of multiyear teaching are introduced…

This paper contends that classrooms should be safe places for students and their teachers to be wrong, suggesting that this concept should provide the mainspring for educational reform in Hong Kong and in other places in the world. It notes that education in Hong Kong is harsh and has a tendency to label students; for the majority of students,…

This book presents the argument that teachers need more time for students, more time for planning, and more time for teaching. It claims that the United States should adopt and pay for the model used for public schools elsewhere in the world by having smaller classes, fewer classes per day for each teacher, and more work time for teachers to plan…

Most schools and teachers cannot provide the kind of teaching the new standards demand because they lack know-how and organizational support. The policy challenge ahead is to develop schools' capacity to teach challenging content to diverse learners by ensuring teachers' access to knowledge they need to be effective and by developing new…

Examines the dynamics of change processes in a rural Saskatchewan school district over five years--the early stages of implementation of multiple innovations. Describes the political and social context, educational program changes, and teachers' perceptions of sources of support and opportunities for professional development. Contains 29…

Summarizes the findings of several studies and evaluations of South Carolina's Educational Improvement Act. Generally, South Carolina educators claim that the reform movement has created excessive demands on their time, while the benefits of many prescriptive requirements are unclear. Several questions are raised about reform intent versus…