This collection explores the range of uses of autobiography from the 19th century to the present and from Africa, the United States, Middle East, France, New Zealand, and Britain. The chapters draw on a number of approaches, including historical and literary methods. They are frequently about the retrieval and reclamation of previously hidden or…

This book presents a series of autobiographical profiles that demonstrate how educational organizations often marginalize and silence different groups. The book suggests that the development and critical analysis of personal histories of those who have been silenced and denied access in schools and in society represent ways of attaching meaning,…

Ten personal accounts by successful leaders of colleges and universities in the United Kingdom describe how these individuals are reshaping their roles to respond to and shape the rapid and profound changes in higher education today. The opening and closing papers are by the editor and review current changes in education, and the importance of…

This book presents the oral histories of one male and seven female retired teachers who began their careers during the 1920s and 1930s in one-room schools in the Texas hill country. These teachers continued to teach until after the desegregation of public schools in the 1960s. The married black couple included began teaching in rural Texas in 1931…

Teachers describe their professional development experiences regarding science, science teaching, and science learning as they occurred over a 2.5 year period in the Literacy in Science and Social Studies Project in a professional development school setting. They contrast their experiences in this collaborative setting with more traditional models…

Consistent with education reform efforts, the achievement of systemic change in American education demands that school improvement efforts be fused with professional development opportunities that lead to self-renewal for teachers. This report emanates from a 5-day conference of the Christa McAuliffe Institute for Educational Pioneering (CMI), an…

This study was conducted to examine a restructured inner-city school and a second-grade teacher's personal and collaborative efforts to teach all of her students to become literate. To do so, she needed to adopt a feminist view recasting the teacher's role in school reform as that of an individual with knowledge who can act upon the world, rather…

In an interview, Lloyd Hackney, Chairman of the White House Initiative on Historically Black Colleges and Universities (HBCUs), responds to questions about black higher education and the role of HBCUs, including HBCUs' public image, the effects of Dr. Hackney's own educational experience on his views, the Clinton Administration's actions,…

One college administrator's experience in a professional development program with Polish university administrators is described. Aspects of Polish higher education (finance, professional development for administrator, the student-faculty relationship, relationship of the university with alumni and the community) were found to provide perspective…

This paper examines the teacher research movement from feminist perspectives of achieving gender equity and social change in schools. The paper presents the personal experiences of two middle-class, Caucasian, women professors and teacher educators in their 40s, in a dialogue between the two. The paper discusses the complex role of women's values,…

This article tells the story of a group of teachers who experienced change in the face of a newly formed professional development school--one that loosely implemented many of the principles associated with the Holmes Group model. Specifically, these teachers became active participants on the Steering Committee, a group formed within the context of…

This book presents, in journal form, the teaching philosophy of Louis Schmier, a university history professor. Through a series of brief essays that were originally published as electronic mail on the Internet, he challenges teachers to reach out to their students. He suggests that unless the teacher values, respects, likes, and accepts himself,…

The Ford Foundation Clinical Schools Project was designed to assist higher education institutions, school systems, and teachers' professional organizations to collaborate in creating for teacher education the equivalent of the medical profession's teaching hospitals. Seven sites implemented experimental clinical training programs in six states:…

In this keynote address, the speaker draws upon his own experiences in education. He begins with his observation that the outcomes of the conference invite change which he applauds. However, he notes that change is always accompanied by fear, and fear has a habit of closing the lid on change. He speculates upon the possibilities were he to have…

Describes one scientist's participation in school/university collaborations for teaching and research in high school science. Examines four issues that have significant implications for the way work is done in university and school communities (the meaning of team teaching, implications of knowledge, student behavior and expectations, and adult…