This paper discusses issues involved in teaching culturally diverse students and questions current practices in multicultural teacher education. The central portion of the paper describes and discusses an alternative approach to multicultural teacher education through the Teachers for Alaska program at the University of Alaska Fairbanks. Teachers…

This study was conducted in order to examine the process of teacher development in a close interplay between educational principles and classrooms in a Singapore practicum curriculum. The process of teacher development is regarded as a continuous, self-renewing, lifelong process. Since no comprehensive constructivist model of teacher development…

In the spring of 1979 an experimental study was conducted to evaluate the possible effects of Reflective Teaching (RT) on preservice teachers at the Ohio State University. Reflective Teaching is a new instructional alternative for teacher education featuring peer teaching and evaluation. The hypothesis being tested stated that, as a result of…

To increase student achievement and prepare all students to meet standards, educators must be well prepared. Teachers who know their content and strategies can open a virtual toolbox and take out what they need to help all students become successful. This thoroughly revised and updated edition of "Why Can't We Get It Right?" explains how…

Today's school leaders face a difficult reality: the pressure to meet national standards often eclipses the pursuit of additional academic goals. This groundbreaking text seeks to remedy this conflict by enabling practicing and prospective school leaders to build collaborative, constructive environments that not only help schools achieve national…

As learning technologies increasingly facilitate the internationalization of subject offerings, it becomes correspondingly important to try and ensure that the needs of diverse student groups are met and to provide for ongoing improvement of their learning experiences. A variety of evaluation procedures are valuable in this respect, particularly…

This paper documents the development of an authentic assessment evaluation process at Ohio's Wright State University (WSU), examining authentic assessment efforts related to PRAXIS III/Pathwise Assessment, which is being piloted by the Ohio Department of Education as the model for teacher licensure. Portfolios receive major attention during WSU's…

This paper positions action research within the wider field of teacher education, raising problematic issues inherent in the process of institutionalizing this form of teacher research. The paper also offers a self-study of the researcher's own practice. It considers teacher education in its broad sense as a continuum of ongoing professional…

New learning technologies present many challenges for adult educators. They have great potential for achieving many underlying goals of adult education; however, like any tool, they must be used reflectively and viewed through a critical lens. The challenge is to use learning technologies in ways that support learning and respond to the needs of…

This paper describes a framework which captures the knowledge, skills, and dispositions of teacher leaders who demonstrate the ability to work effectively with students and peers in their own classrooms and beyond. Data come from 10 in-depth studies of recognized, urban, middle-school teachers. During the study, participants came together twice…

Discusses a project in which staff from a British university worked with subject teachers in a local secondary school to investigate classroom practice and develop effective strategies to teach English as a Second Language. Findings suggest that inservice education may generate change in classroom practices more effectively if teachers are given…

Discusses mentoring as a professional development strategy to meet the needs of experienced and novice practitioners. Defines mentoring and differentiates it from supervision. Discusses the following aspects of early childhood mentoring programs: (1) goals and assumptions; (2) design and structure, including mentor qualifications and training; (3)…

Advocates a broader and more flexible conceptualization of the Canadian social studies curriculum, emphasizing thematic and interdisciplinary approaches rather than chronology and topics. Praises the reflective inquiry teaching model that adopts a learner-centered approach. Compares social studies to other curricula in an attempt to discover a new…

Discusses the implications of postmodernism for the field of the history of education, specifically from the point of view of theory and methodology. Briefly reviews theoretical applications and their leading adherents in Britain. Concludes that postmodern theory should make historians more self-reflective. (MJP)

This article describes one teacher's use of case studies with a class of secondary student teachers, examining her efforts to assess and better understand the effects of case method in teacher education. The challenges and possibilities of reflection on practice are discussed through the examination of case method. (Author/SM)