Students who are identified as having a disability, according to the Individuals with Disabilities Education Act (IDEA), are guaranteed a Free Appropriate Public Education (FAPE) that provides them access to the general curriculum (IDEA Regulations, 34 C.F.R. § 300.39 [a][3]liil). NCTM and CEC believe that for students with disabilities,…

While collective teacher efficacy has potential to improve teacher practice and student learning, there's a risk this concept will be used to further burden teachers through assuming a positive, confident attitude can overcome all barriers to learning--even without good conditions for teaching in place. France argues that collective efficacy must…

Design thinking is becoming more commonly used as a collaborative, problem-solving approach in higher education outside design disciplines. With the pivot to remote and online learning in response to Covid-19 and lockdown measures, many educators have had to rethink their practice and collaboration in design thinking, without the usual recourse to…

When talking with New York City educators about the circumstances of teaching during the upheavals wrought by COVID-19, common terms get repeated: "brutal," "chaotic," "confusing," "traumatic," "disorienting," "sad," and "lonely." While art education often includes digital tools…

In this webinar, Dr. Stephanie Hirsh, Executive Director of Learning Forward, presented the research on effective PLCs and shared her experiences in creating, assessing, and leading PLCs. This Q&A addressed questions participants had for Dr. Hirsh following the webinar. The webinar recording and PowerPoint presentation are also available.

In this article the authors respond to Leah Wasburn-Moses's thoughtful response to their article, "Diversity in Teacher Education and Special Education: The Issues That Divide." In their article, the authors identified what they believe are fundamental differences in how dominant voices in the special education and general teacher education…

The inclusion of language learners and the imperative to meet the needs of English language learners in the mainstream classroom call upon teachers of English for speakers of other languages (ESOL teachers) and mainstream teachers to work together; however, little research has been done in US contexts to understand collaborative efforts between…

Teachers in the Netherlands hesitate to accept responsibility for students with special needs in regular education. They generally do not have positive attitudes towards inclusive education, citing a lack of personal knowledge and skill for teaching students with special needs, an area that was not sufficiently covered in their basic teacher…

In this essay, Roni Jo Draper reflects upon her professional journey as a content-area literacy teacher educator, describing how she first became a literacy teacher educator and how she later came to collaborate with a group of teacher educators who specialize in disciplines such as music, theater, and mathematics. Drawing upon naturalistic data…

Drawing on a national survey of New Zealand early childhood teachers' views on ethics and professionalism in their practice, this article discusses three key themes that emerged as core conceptual elements in how teachers in education and care settings defined professionalism. The three themes were: a distinct pedagogical style; specialist…

This book is a tell-all guide to the euphoric highs and unimaginable lows of teaching. Mahoney and Purr present the naked truth of their own blunder-laden first few years in order to help new teachers, those who think they might want to become teachers, and those in the business of training and hiring new teachers, see the realities that cannot be…

Presents a conversation involving two teachers and a professor who worked together to design and implement classroom reform. Reveals the participants' thoughts on the benefits of collaboration, and demonstrates how this sort of partnership can enable significant classroom change. (RS)

Student teaching often provides prospective music educators with a guided teaching experience that they can refer to throughout their professional careers. In the words of one teacher, the author often thinks back to her student teaching experience for strategies in her current teaching and classroom. She had a great cooperating teacher who…

Provides six remembrances by teachers and students of the Teachers and Writers Collaborative on the occasion of its 35th anniversary. Discusses the quality of colleagues and the excitement of teaching. Notes the motivating influence of this teaching on students. (PM)

Describes the 5-year-old Professional Development School (PDS) relationship between the Mary Munford Model School near Richmond, Virginia, and Virginia Commonwealth University. The PDS focuses on goals of the Holmes Partnership. This paper looks at the stories of a classroom teacher and a university educator involved in the PDS. (SM)