Research on professional development has focused on elementary school teachers. This study is part of a larger study that investigates professional development strategies that support the growth of secondary teachers. Findings indicate that secondary teachers may need experiences that challenge them to re-examine their knowledge and identity…

Accountability. The very mention of the word strikes fear in the hearts of many teachers and school leaders, leading to confusion and panic rather than improved student achievement. Author Douglas B. Reeves explains how to transform accountability from destructive and demoralizing accounting drills into a constructive decision-making process that…

The set of papers collected in this anthology were developed from presentations given at the 16th meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), November 5-8, 1994, in Baton Rouge, Louisiana. These papers provide conceptual explorations of dimensions of teacher change such as…

This paper presents an argument for self-study of teacher education practices as a means-and-ends tool for promoting reflective teaching. The assertion is that self-study serves a dual purpose: as a means to promote reflective teaching and as a substantive end of teacher education. The argument consists of a five-part theoretical rationale for the…

Examined elementary and secondary prospective teachers' perceptions of the ways in which their experiences as tutors in school-based tutoring programs influenced their professional development. Data from surveys, reflective papers, and individual and focus group interviews revealed five main ways they perceived the tutoring experience contributed…

Explores the idea of critically reflective teaching in general, and in particular, teacher decision-making and classroom assessment. Asserts that in community college settings-the ultimate in diverse, open-entry, mixed-ability classrooms-critical reflection on core assumptions can ground teachers in a moral, intellectual, and political vision of…

Presents a case study of how a pre-service teacher addressed the complexities of supporting the literacy learning of students in a learning-disabled class and a regular class setting. Suggests the pre-service teacher was a reflective practitioner with high expectations for her students' success and a high focus of control regarding her…

Addresses the problem that teachers are still hesitant to use technology for teaching and learning. Proposes that action research can be an effective professional development strategy to show teachers how to use computer technology in their classrooms. Suggests that since action research provides a structure for reflective practice, it can…

A study examined the effects of combining curriculum-based measurement in mathematics computation with teachers' self-monitoring of instructional changes on academic progress of 54 elementary students with learning disabilities and mild mental disabilities. The combination of curriculum-based measurement and self-monitoring resulted in…

This exploratory study used interviews, essays, and survey data to examine efforts of 212 college students studying elementary education to think reflectively through the process of constructing portfolios based on their experiences in a community service-learning program. Recommendations include encouraging student ownership and individual…

Discusses the tendency within Spanish universities to separate linguistic theory from methodology in language teaching. Suggests linguistic theoretical input should not be taught independently of pedagogical considerations. Focuses on overcoming some of the problems based on the existing gap between theoretical input and pedagogical teacher…

This paper focuses on a model of delivery of professional experience courses for pre-service teachers that has been running in the author's institution for 9 years. The overall purpose of the model has been to assist the development of a reflective approach in pre-service teachers as they build their professional knowledge in schools and on…

In this paper the author would like to share a small section of text that emerged in the process of analyzing and synthesizing data from her self-study research into her role as a coordinator for special educational needs (SEN) in mainstream infant education in the UK. The section consists of three Imaginative Conjectures in which she re-envisions…

Secondary science methods students' thinking on coteaching practice was studied for the development of conscious elements of practical teacher knowledge supporting the use of structured inquiry. Reflective dialogue on practice in an electronic forum was analyzed for elements of formal learning and biography (past and present) that informed…

The authors work with 22 educators from a variety of disciplines during a 3-year time span to understand what authentic teaching means and to explore how authenticity is manifested in practice. Using a grounded theory approach, the authors interview participants twice per year, observe their classes, and hold focus groups at the end of the…