The daily reality of working with a group of young children presents many demands for adults in early childhood programs. There are the ongoing chores of caretaking and cleaning up, planning and providing an engaging curriculum, communicating with families and coworkers, and the ever-growing pressures for outcomes, assessment, and documentation to…

Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings of 60 mentoring dialogues were analysed, both before and after a mentor teacher training aimed at developing the…

This article is about the moving toward a new instruction style--a transformative model of instruction. One university instructor attempts to change her teaching strategies, and she encounters her own belief as obstacles, self-labeled her pedagogical discrepancies. Through peer feedback, reflective journal writing, and readings she uncovers the…

College instructors use a variety of approaches to teach students to reason more effectively about issues with a moral dimension and achieve mixed results. This pre-post study of 423 undergraduate students examined the effects of morally explicit and implicit curricular content and of selected pedagogical strategies on moral reasoning development.…

Drawing from a three-year qualitative multi-case study that examined three urban elementary schools as these schools instituted grade-level data-based collaboration as a school-wide literacy reform strategy, this article investigates how knowledge of student learning and instructional considerations evolved over time across this collection of…

Background/Context: One of several challenges to fusing reading and science instruction through the use of reflective practice arises from recent claims that it is questionable whether anyone can "make" preservice teachers into reflective practitioners. This challenge has implications for researchers and teacher educators in general, especially if…

It is well documented that general classroom teachers have not been adequately prepared to address the unique needs of the English language learners (ELLs) that many are now teaching for the first time (Cartiera, 2006; Giambo & Szecsi, 2005; Short & Echevarria, 2004). With ELLs' presence growing in U. S. public schools (e.g., August, 2006;…

Despite high staff turnover and a predominance of part-time positions in the field of adult education some adult education teachers create careers for themselves that span many years--even decades. According to the U.S. Department of Education (2007), teachers are the most important factor in improving student achievement. Knapp (2003) points out…

Federal legislation (Individuals With Disabilities Education Improvement Act, No Child Left Behind) mandates access to the general education curriculum for students with disabilities. As a response, K-12 schools are moving to coteaching models with increased frequency (National Center for Education Statistics, 2008). However, preservice teachers…

Online discussions enabled preK-12 teachers (n = 125) from five nations (Brazil, Colombia, Ecuador, Paraguay, and the United States) to share their perspectives of culture and citizenship and the intersections of those concepts. Discussion moved between elements of personal and others' theory into effects of theory on practice. Teachers identified…

An exploratory case study was undertaken to investigate the perspectives and experiences of six early intervention providers as they adopted and implemented a collaborative consultation approach to home visiting in urban neighborhoods. Survey, semistructured interview, and focus group methods were used over a 2-year period to obtain data about…

This research develops a narrative of incidents of intentional learning by students studying undergraduate economics as represented in their written reflective journals. The deliberate integration of learner reflection, reflective practice and reflective writing into the pedagogy may facilitate transfer learning (Sousa, 2006). Transfer has been…

The aim of this guide is to stimulate professional reflection, dialogue and debate about learning and how to improve it, at this time of important curriculum change. It draws together themes, features and characteristics of effective improvement through self-evaluation, and descriptions of good practice. It is a reference point for teachers who…

Seidl and Conley elaborate a set of beliefs regarding transformative spaces, identity-making, and the development of a critical, multicultural identity that inform their approach to multicultural teacher education. They believe that if we expect new teachers to co-construct with their students classroom spaces that allow multiple voices and…

This study examines two Canadian teacher education programs in relation to reflection-based principles identified in the Association of Canadian Deans of Education's "Accord on Initial Teacher Education". In one program, data analysis indicated a strong link between the practice and beliefs of pre-service teachers: they became more…