Offers a portrait of what the author hopes for in his children's teachers. Argues that many, if not most, parents want to work with teachers for the benefit of their children. (SR)

Reviews research which clearly indicates that student achievement is maximized through parent involvement. Discusses obstacles to parent-teacher collaboration, and argues that teachers must critically examine their ways of perceiving parents and parent involvement so they can navigate beyond conditions that have limited teacher-parent…

Cites changes in classrooms and in parent and teacher attitudes needed to develop the parent/teacher cooperation and the affective climate necessary for optimal reading instruction. (SJL)

An inclusion classroom is defined as one that is tasked with mainstreaming special education students into a population of general education students. In this brief article, the author, a high school mathematics teacher, shares his personal experiences in teaching in an inclusion classroom. A primary focus is his relationship with the special…

Considers the collaborative teaching experience of a university professor and a fourth grade teacher, discussing the experience from the professor's, teacher's, and children's perspectives. Highlights the challenges and benefits of collaboration. (MM)

Hopes to better understand the perceptions of host teachers of their roles as mentors and the extent to which those perceptions were grounded in reflection on theory and practice. Considers to what extent supervising student teachers results in reflection on theory and practice and what cooperating teachers perceive as their roles in the mentoring…

Describes the learning specialist's role in implementing corrective or remedial programs. Notes that resistance to programs often develops when cooperating classroom teachers are asked to change their teaching styles or strategies. Presents eight guidelines for establishing trust and reducing or eliminating resistance. (MM)

The author is an associate professor in a school of education and was a college supervisor of student teachers when this experience took place. He recounts his fears upon revisiting the classroom as a regular teacher and reevaluates the role of the professor of education. He also proposes the initiation of a faculty exchange program between…

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)