Dialog leads to collective meaning-making and shared understanding by building a sense of connection and belonging. Skillful discussion displays rigorous critical thinking, mutual respect, weighing of options, and decision making that serves the group's visions, values, and goals. When school faculties develop these skills, they transform their…

Describes and analyzes a process for the training of in-service teachers of first-year college writing courses, based on reciprocal classroom visits of writing teachers. Argues for the value of these peer visits for both visiting teacher and visited teacher, engendering reflection as well as direct learning as apprentices. (SR)

Reports on research using a convenient questionnaire designed to allow mathematics teachers to assess teacher-student interpersonal behavior in their classrooms. Describes how mathematics teachers can and have used the questionnaire to assess perceptions of their own teacher-student interpersonal behavior, and how they have used such assessments…

Explains and illustrates the features of practical argument engagement, noting it is one way to understand why teachers do what they do. Observations, interviews, and dialogs with teachers illustrate that, by working with partners to examine actions occurring in their daily work, teachers can enhance their capacity for reflection, change beliefs…

Examined how effectively journal writing promoted reflection among preservice teachers. Surveys, conversations, and interviews with educational psychology students required to write journal entries during the course indicated that most enjoyed the experience and considered it a valuable experience that helped them reflect on previous beliefs and…

Describes a professional-development program that sustained the learning of science teachers from a small high school faculty over three years. The program was based on an Enhanced Action Learning process with three interrelated principles of reflection, community, and action. Teacher learning was also enhanced by feedback from students. Presents…

Distinguishes between character/morals and ethics/professionalism. Describes techniques for teaching professional ethics to prospective teachers, including a systematic reflective case-debriefing method. (SK)

Offers strategies teachers can use to keep their teaching fresh. Discusses what gives teachers energy and what takes away energy. Notes that when teachers had strong emotional connections with colleagues their teaching energy was high. (SG)

Considers what educators can do to promote quality instruction that prevents, or at least lessens, the incidence of school failure in minority children. Discusses a brief perspective of "The School Development Program," and presents a description of three workshops. (SC)

Presents the stories of three novice teachers with disabilities, describing their journeys to knowing themselves as young adults and teachers. The impact of their experiences is discussed in light of their developing pedagogical knowledge, concluding that for them, teaching is an encounter with the self, and their encounters are an untapped…

Analyzes the tensions underlying the debate regarding inclusive schools, focusing on (1) a social relationship and civil rights orientation versus an academic skills and individual development orientation; and (2) the dilemma in which advocacy emphasizes the difference between students with and without disabilities. Maintains that tensions around…

Describes a science teacher's views of Science-Technology-Society (STS) instruction after implementing a two-semester STS-oriented science course in a Taiwanese high school. Concludes that the heavy content load of Taiwan's national curriculum, regular cross-class standard tests, lack of peer or administrative support, resource limitations in the…

Examines prospective teachers' mental strategies to guide reflections on course content and teaching experiences. Finds that at three university sites, prospective teachers directed their attention to personal experiences and values to guide their reflective work. Draws implications for instruction from an analysis of the power of personal…

Argues that it is educators' unwillingness to critically examine their practice, not the inability to use classroom-based assessments, that deters them from gathering information on students and teaching practices. Concludes that as the ability to reflect develops, so must the knowledge base expand to support thinking. (SG)

Surveys the role of video feedback in light of a new, integrated concept in teacher education called education research. Shows how shared reflection was stimulated during language teacher education to link theory with practice. Situations were created that allowed for reflective practice on the semiosis of action. (Author/VWL)