The stories and studies that make up this book pursue two intertwining paths of inquiry: (1) how highly engaged adolescent readers produce meaning; and (2) what can be done in the classroom to help reluctant readers perceive reading as a creative and personally meaningful pursuit. Chapter 1 looks at approaches to teaching reading and discusses an…

The papers in these proceedings focus on the critical elements of values and ethics, critical inquiry, and reflection. The following papers are included: (1) "The Moral Imperative of Ethnic Studies in Urban Teacher Education Programs" (C. Ellwood); (2) "Teachers, Values, and the Culture of Education" (M. Kurimay, S.J.); (3)…

This book guides teachers on using portfolios and authentic assessment to create reflective students and teachers through specific instruction, examples, and descriptions of many actual elementary school classrooms, teachers, and students who use this approach. Authentic assessment allows students to participate actively in their own learning.…

This paper uses Renato Rosaldo's metaphor of a "cultural borderland" to analyze the nature of the "bridge" formed in a case study of school-college partnerships. It examines how collaborative teacher preparation programs can bridge the two worlds of theoretical, normatively based canons of practice and inductively derived…

An expatriate second language teacher working in Japan describes and discusses his use of a reflective dialogue journal, written with a colleague using electronic mail (e-mail) and using a collaborative approach to professional development. Four topic areas discussed in the collaborative journal are examined: features of doing cooperative…

This paper introduces a Chinese teacher induction program. In China it is believed that formal teacher education constitutes only half of teacher preparation; the other half has to be accomplished on the job with the active support and involvement of the teaching community. The voice of teachers is introduced to the field of educational research…

Millersville University (PA) began its involvement in Project 30 in the summer of 1988. Through a variety of activities, the project team was committed to the improvement of preservice teacher education through the integration of liberal arts and professional education courses. This report describes the accomplishments of Project 30 and discusses…

Findings from a 3-year participant/observer documentation study are examined from the perspective of individuals (teachers, principals, college faculty) and from the perspective of developing the Professional Development School (PDS) as a learning community group. The study identifies four phases that individuals experienced during the three years…

Alexis Pogorelskin, an associate professor at the University of Minnesota Duluth and chair of the History Department, recounts her experience in 2004 after making a controversial comment in her History of the Holocaust and 20th Century Russia class. Her comment was in reference to President Bush making no mention in the 2000 campaign about the…

This book describes the European language teacher of tomorrow. Based on a European Union-commissioned study of 32 countries, it sets out the current provision of language teacher training, focusing on inservice and preservice training. Fifteen case studies of innovation and good practice are included. Four chapters look at: (1) "Contexts for…

This list of seven standards for teacher educators explains indicators and potential sources of evidence for each standard. The standards are: (1) model professional teaching practices which demonstrate knowledge, skills, and attitudes reflecting the best available practices in teacher education; (2) inquire into and contribute to one or more…

Singapore primary and secondary school teachers (n=76) attending an inservice education course on motivating learners identified and described two critical lessons: one in which the teachers successfully motivated students and another in which they failed to motivate pupils. Participants recalled those critical lessons in a reflective and…

This book is designed to influence adult educators to make more intentional choices toward developmental growth in their work with adult learners. Part 1 provides a rationale for attending to developmental growth of adult learners and a framework of intentions to encourage such development. Chapter 1 describes characteristics of adult learners and…

Two teacher educators utilized professional standards to inform their teaching. They used reflective dialog, action research, and critical inquiry in a standards-based language arts curriculum to support revisions and improvements in classroom practices and curriculum development. This led to new ideas about collaborative structures and stimulated…

This study compared the effects of a field-based mathematics methods course and a traditional university-based mathematics methods course on preservice teachers in their development of teaching concepts in elementary mathematics. Case studies of students representative of the two groups indicated significant differences in their teaching concepts.…