This article introduces seven elementary physical education specialists who are the subjects of a year-long study on effective teachers. It also justifies the use of the term "effective" when talking about them. Objective and reputational data are presented to justify the decision to include the teachers in the sample. (IAH)

Seven elementary physical education teachers were surveyed regarding special events and programs they conducted during the year to supplement the regular curriculum. Events and programs were of three types: culminating activities at the end of units; intramurals; and special events and programs, both at school and away. (IAH)

Examines the relationship between what novice teachers were taught and how they are actually teaching. Finds that novice teachers are not employing the instructional practices (such as language experience, writing activities, children's literature, and learning centers) which are being cultivated in undergraduate reading courses. (RS)

This study examined whether selected indicators of effective teaching would differ across three levels of expertise in teaching elementary physical education. Teachers and target students were videotaped during class; teachers' verbal negative feedback data were analyzed. Results indicated that expert teachers were not necessarily more effective…

Illustrates how reflection-in-action contributes to the development of professional expertise and points to the need for new, more direct approaches to demonstrating the relationship between classroom experience and university courses. It argues that traditional teacher education practice lags behind in developing understanding of thought and…

A phenomenological analysis of interviews with four beginning elementary school teachers examined their experiences of support in a new situation and the themes of support allowing growth choices; support through comparisons with others; and needs for reciprocity of support, appropriate levels of support, concreteness and specificity, and…

To enhance effectiveness, teachers should analyze memories of successful learning experiences and teachers, share enthusiasm about their subject with students, blend plans for professional and personal growth, choose appropriate teaching and classroom-management styles, develop portfolios charting progress, participate in support groups, and build…

Presents a letter from a Peace Corps volunteer and first-year teacher about his experiences teaching English at a Russian school. Describes courses of study, the ever-changing schedule, his problems in the first semester adapting to Russian ideas of teaching, and his successful struggle to apply the education he had learned to this new teaching…

This paper uses information obtained from a group of primary teachers during their first year as teachers. It uses illustrations from their experience of induction to suggest some strategies that teachers and schools might consider if they wish to make the induction period one of opportunities to learn as well as to survive. (Contains 1 figure.)

Teaching can be a lonely business. According to the 1996 report of the National Commission on Teaching and America's Future, many new teachers are "isolated behind classroom doors with little feedback or help while others learn merely to cope rather than to teach well". For many neophyte teachers this isolation begins during the student teacher…

Richard Locke began his first full-time job teaching seventh grade social studies at Francis W. Parker School in Chicago a quarter of a century before writing this article. Here he writes that as a young inexperienced teacher just out of college he was filled with enthusiasm and convinced that education could play a progressive role in society.…

This longitudinal study documents the development of mathematics teachers as they make the transition from preservice to experienced teachers. Collaborative learning environments were created for these teachers in their field-based classrooms during their last year in the teacher-education program. The authors anticipated that these learning…

This narrative inquiry presents the experiences of a group of 10 new primary teachers grappling with relationships in the social context of their school environment during their first year of teaching. Their lived experiences are plotted together in the story of Gemma to provide one insight into the emotional dimension of attaining the identity of…

Background/context: Professional development is an important element of professional practice and teachers are expected to engage in activities that not only improve practice but also have a positive impact on pupil learning. Physical educators worldwide have acknowledged the need to improve the continuing education of teachers and have called…

This study examines the outcomes for teachers and the benefits reaped from a Connecticut beginning teacher induction program. Data were sought to determine whether the Connecticut State Department of Education's intent to improve the quality and value of first-year teaching through intensive, ongoing support by a mentor was being met. The method…