Describes lasers and indicates that learning about laser technology and creating laser technology activities are among the teacher enhancement processes needed to strengthen technology education. (JOW)

Realizing that failing teachers need both help and confidentiality, the Orange County (Florida) Public Schools developed an Institute for Professional Development to help teachers improve or leave the profession with dignity. This successful program can be adopted by other districts through partnerships with local colleges or universities. (MLH)

An emerging view of professional development recommends enhancement of current practice by integrating research-based strategies into teachers' classroom repertoire. This article describes an urban elementary school enhancement program involving intensive collaboration between teachers and master teachers. Two case studies are described. (10…

Reviews six professional books through the authors discussions of their roles as classroom teacher, reading resource teacher, curriculum developer, and change agents. (MG)

Suggests six ways to help educators keep the door open to conversation and professional growth. (MG)

Discusses problems associated with professional development offered to, and forced upon, teachers. (MG)

Describes two professional development activities for teachers: writing an autobiographical sketch (which helps construct personal meaning); and action research projects (which bring teachers together to solve problems). (SR)

Gives responses of nine practicing teachers to the question, "What book or article published since 1987 has had the most significant influence on your teaching and on teachers you know?" Provides citations, summaries, and overviews of the works. (HB)

Discusses the value of instructional variety for middle school students. (YDS)

Presents five teacher descriptions of their summer activities to prepare themselves for the next school year. Describes how one teacher reviews evaluations, another takes a transatlantic cruise with English-focused programs, and another attends a week-long conference presented by Children's Literature New England. Notes that another teacher…

Considers how teachers might re-create, rather than import, Paulo Freire into North American contexts--and so not lose the power of his ideas. Takes the method of pragmatism and connects it to Freire's concept of praxis to argue for pragmatic theory and practice in the work of teaching literacy. (SG)

In a 2-stage study, 316 nurse educators rated 14 activities for their effect on updating. Reading journals was rated indispensable. Activities were rated for purposes of topping up existing skills, restoring fluency, increasing depth, or adding to knowledge. Most discrimination was observed for restoring fluency. (SK)

Recounts the author's effort to make critical literacy possible in explicit ways in a children's literature class. Concludes that it is necessary to deepen educators' understandings of what is meant by making critical literacy possible and to remind themselves daily how important this will be to preserving democratic ideas. (SC)

Presents a collection of ideas for teachers' professional growth, noting that teachers can brainstorm lists of ideas on their own by considering what they want to learn and how they learn best. Suggestions include being inspired by other teachers in the literature or the movies; studying student work; facing challenges; redesigning units;…

Discusses obstacles teachers face in learning about and integrating new technology into the classroom, including lack of time, availability of resources, and lack of incentives. Recommends a systems approach to overcome obstacles and provide viable professional development to motivated teachers that will influence their ability and willingness to…