Describes a collaborative learning community called the Professional Development School Network in Social Studies and Global Education, in which university professors and social studies teachers from six school districts worked together to create a professional-development program and a certification program for teachers. Reflects on several…

Discusses the "Philosophy for Children" program developed by Matthew Lipman and Ann Margaret Sharp of the Institute for the Advancement of Philosophy for Children at Montclair State College in New Jersey. Explains how the teaching of philosophy can also be incorporated into the teacher education curriculum. (FL)

Reports on the impact of being in a Professional Development Schools network on seven Utah schools (four elementary, one junior, and two high schools) over five years. Identifies and analyzes the catalysts that promoted teachers' professional development and school reform, as well as the road blocks to effective reform. (SR)

Describes a collaborative project in which university faculty members, graduate students, public and private school teachers, and sixth and seventh grade students worked closely together to develop and evaluate a new middle school social studies curriculum. (HOD)

Derives strategies for teacher educators to use to help their students blend university theoretical assumptions with actual classroom events to develop a philosophy of teaching statement. Suggests that the strategies will encourage future teachers to articulate a more integrated belief about teaching as they seek rewarding professional growth. (RS)

Advocates the collaboration of colleges and high schools in charting out and incorporating skills and curricular objectives central to both institutions. Provides a historical perspective. Presents data from surveys of teachers and students concerning which areas and skills should be improved among students. (HB)

States the reasons the Office of Teacher Education at the Irvine campus of the University of California decided to offer alternatives to traditional teacher education programs, gives a number of items to consider in creating such alternatives, and sets forth selection and evaluation criteria that can help ensure a quality alternative program. (FL)

Discusses two separate attempts (a summer institute plus follow-up sessions, and a semester course) to help practicing teachers learn how to ask questions that promote student thinking. Finds that it takes time, practice, reflection, and support for teachers to learn how to ask good questions that facilitate learning--and that it is worth all of…

Considers the current state of on-line course design and delivery. Discusses several advantages and disadvantages of on-line instruction. Concludes that teachers seeking professional development opportunities should give careful consideration to on-line possibilities. (SG)

Describes a way to enliven vocabulary lessons by combining them with two effective teaching strategies--cooperative learning and story development by students. (SR)

Offers suggestions for improving the relationship between teacher training institutes and the schools in which they place student teachers. (FL)

Argues that building partnerships between public schools and universities, such as the one between Tulane University and Live Oak Middle School in New Orleans, must become a priority. Outlines how a middle school can develop a mentorship program with a nearby university. (HB)

Describes the author's experiences in a graduate class (taught by educational philosopher Maxine Greene) reading American literature and, via Greene's few but significant questions and challenges, coming to a fuller appreciation of herself as an educator and a person. Draws from that experience several guiding principles about the professional…

The author suggests that student teachers make use of computerized literature retrieval to efficiently gather ideas, teaching strategies, and curriculum materials. Focusing on the ERIC database, he explains how to map out a multifaceted online search strategy and briefly discusses costs and document delivery. (SJL)

Describes how to use knowledge about adult learners and about different learning styles (environmentally, emotionally, sociologically, and physiologically) when planning and implementing staff development. (SR)