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This issue of the Occasional Papers Series aims to draw attention to the use of storytelling as a medium for provoking dialogue about inclusive classrooms and school communities. It offers readers stories of classroom life that provide insights into understanding the complexities that make up the lives of children with disabilities, their families, and teachers. The nine contributions to this issue include lived narratives and analyses presented from a wide range of useful subject positions: parents, general and special education teachers, researchers, advocates, siblings, and persons who are themselves disabled. The introduction titled, "Disability Studies in Education: Storying Our Way to Inclusion," was written by Joseph Michael Valente and Scot Danforth. The opening essay by Diane Linder Berman and David J. Connor, "Eclipsing Expectations: How A 3rd Grader Set His Own Goals (And Taught Us All How to Listen)," kicks off with a description of an illuminating journey through the eyes of a parent, Diane, who wanted a more inclusive experience for her son Benny. For Diane and Benny, this meant becoming meaningful participants not only in Benny's own classroom community but in the Individualized Education Program (IEP) meetings that determined his educational goals. David uses a DSE framework to analyze and highlight the importance of context, as opposed to focusing on the disability condition, in enacting inclusionary practices. The authors argue for an "adhocratic" model of education that views children, educators, and parents as allies. In "Teaching Stories: Inclusion/exclusion and Disability Studies," Linda Ware and Natalie Wheeler-Hatz describe an exceptional collaboration between a university teacher-educator, Linda, and a public school teacher, Natalie. Together they develop a "Teaching Stories" in-service workshop for Natalie's colleagues to learn about disability studies, as well as a curriculum for her fifth grade class. Teaching Stories participants engage in self-reflection to examine personal biases about disability, use media to critically review representations of disability, and learn how to harness the potential of young adult literature to provide illustrative, non-deficit perspectives on disabilities. Louis Olander, an Iraqi war veteran and special education teacher in New York City, crafts a powerful story about his experiences coming to terms with a diagnosis of Post-Traumatic Stress Disorder and navigating the quandaries and everyday realities of what he terms "quasi-inclusion." In "Rethinking Those Kids: Lessons Learned From a Novice Teacher's Induction into In/Exclusion," Louis argues for reframing inclusionary practices as pedagogies for equity that attend to the intersectional dynamics of race, class, and disability. He also encourages more local control over the implementation of inclusionary classroom practices. Inspired by Vivian Paley's storying scholarship, the essay "The Unfolding of Lucas's Story in an Inclusive Classroom: Living, Playing, and Becoming in the Social World of Kindergarten," tells stories about a vibrant kindergartner named Lucas through the viewpoints of his mother (Emma), teacher (Carmen), and teacher-educator (Haeny). In this multi-voiced story, the narrative centers on Lucas and shifts outward toward those orbiting Lucas's wondrously playful universe. The magic of Lucas's unfolding story is in the ways it disrupts conventional discourses about labels, interventions, and imposed meanings of Autism Spectrum Disorder (ASD). Karen Watson's ethnographic study, "Talking Tolerance Inside the 'Inclusive' Early Childhood Classroom" provides an inside look into what the Australian government calls "inclusive learning communities." This term emerges from a national early-years learning framework that highlights ability and disability as diversity. Following the course of a six-month period in three "inclusive" early childhood classrooms, Karen offers an account of the transformative potential of inclusion in contrast to the harmful effects of teaching tolerance. Tolerance, as Karen's study reveals, preserves the dualism of normal versus abnormal (or Other) and hinders critical reflection about ableist assumptions. "Hitting the Switch: ¡Sí se puede!" takes the reader into the lifeworld of first-grader Jason at Castle Bridge Elementary School, a public, dual-language school in New York City. Written by Jason's teachers Stephanie and Andrea in conjunction with his mother Sandra, this essay puts forward the ethos ¡Sí se puede! (Yes, you can!), which relies on children's empathy and calls for a collective response to inclusion. "Hitting the Switch" concludes with practical suggestions for creating an inclusive space for children who use assistive communicative devices so that they can become meaningful participants in the classroom community. Emily Clark's "I [Don't] Belong Here: Narrating Inclusion at the Exclusion of Others," privileges the voices of families in their quest for inclusive education. Borrowing from narrative research and Disability Studies in Education, Emily tells the story of her adoptive siblings Maria and Isaac, who were orphaned by AIDS. She explores the paradox of inclusion which is that it sometimes, if not oftentimes, fails and results in exclusion. A chief reason for the failure of inclusion, Emily argues, is that children with real and perceived differences challenge the "grammar" of schooling--that is, they stand out for their differences. A beautifully crafted ethnographic description of a rural Midwestern middle school, "Lunch Detention: Our Little Barred Room," by Lisa A. Johnson, pulls back the "facades of inclusion" to reveal emotional violence and deep-seated discriminatory practices against special education students. Lisa, herself blind, describes how she was approached by an administrator to take over the role of lunch detention supervisor for the "little barred room." In a short time, the "little barred room" becomes a place of refuge for Lisa and the other students, who share stories of friendship and create an inclusive space that empowers them to challenge a culture of oppression. Melissa Tsuei's "A Circle With Edges: How Storytime Privileges the Abled Learner," takes a critical look at one of the commonplace features of early childhood classrooms--story time. In her essay, Melissa considers the ways in which story time reinforces unequal power dynamics for diverse learners by privileging the able-bodied learner. In response, Melissa creates and presents the SPHERE model, which promotes active engagement and shared dialogue through collaborative storytelling and nurtures an inclusive literacy-learning environment. Taken together, these essays are intended to offer readers an applied DSE approach to inclusive classroom pedagogy. These essays frame disability and the lives of young children with disabilities in ways that: privilege the self-understandings and experiential knowledge of the children and their families; illuminate oppressive systems, arrangements, and circumstances that deny them opportunities for access to participation and equality; and create opportunities for greater levels of access, participation, and equality for them. It is the hope that these essays will further amplify and provoke unending discussions about how to create and sustain genuinely inclusive classrooms and communities. (Individual papers contain references.)

This book presents seven papers that focus on the design of standards for Professional Development Schools (PDSs), highlighting the National Council for the Accreditation of Teacher Education (NCATE) Professional Development School Standards Project. The first paper, "Designing Standards That Work for Professional Development Schools" (Marsha Levine), introduces the topic. The second paper, "Worthy of the Name: Standards for the Professional Development School" (Gary Sykes), examines arguments for and against developing standards for PDSs. The third paper, "Professional Development Schools: A Literature Review" (Lee Teitel), analyzes the state of the art on the subject. The fourth paper, "The NCATE Professional Development School Study: A Survey of 28 PDS Sites" (Roberta Trachtman), presents the results of a survey conducted among PDS sites nationwide. The fifth paper, "From Here: A Synthesis of the Chicago Discussions on PDS Standards" (Donald Freeman), captures the subtleties of these conversations by representatives from each survey site. The sixth paper, "Accreditation Standards and School Improvement: Putting Methodology in its Proper Place" (Thomas A. Wilson), explores the relationship between PDS standards and design of an assessment program that would achieve standards for identifying and supporting quality in PDSs. The seventh paper, "Finance and Policy Structures That Support the Sustenance of Professional Development Schools" (Jon Snyder), presents four case studies. An appendix presents draft standards for Professional Development Schools. (SM)

The papers presented in this paper accompany a core report about the Appalachian Math Science Partnership (AMSP) entitled "The Appalachian Math Science Partnership: A Multi-State Umbrella Partnership Promoting Local Mathematics and Science Reform Report." Each of them focuses on an especially effective strategy or component of the AMSP umbrella partnership. The papers contained in this document are: (1) The Regional Program Coordinators: Making Connections and Developing Local Leadership; (2) Baseline Improvement Sites and the Program Improvement Review: Promoting School-wide Involvement in Math and Science Reform; (3) The Partnership Enhancement Program: A Strategy for Supporting Locally Designed Partnerships; and (4) Motivating Change in Institutions of Higher Education through Collaboration with K-12 Partners. (Contains 15 footnotes.) [This document accompanies "The Appalachian Math Science Partnership: A Multi-State Umbrella Partnership Promoting Local Mathematics and Science Reform" Report. For the main report, see ED508680.]

This publication presents three working papers on the inadequacies and difficulties of successful transition from high school to college. These papers are derived from The Bridge Project, a six-state study of K-16 issues. These three papers do not attempt to cover all aspects of K-16 and transition issues. Consequently, the policy implications at the end are based solely on these studies. While the media has focused a disproportionate amount of its attention on the highly selective UC system, these studies provide fresh perspectives on the issues of college preparation, transition, and success for the vast majority of California students who attend the broad-access institutions--the California State University system (CSU) and community colleges. The papers presented in this publication are: (1) What do California Students and Parents Know about College? (Anthony Lising Antonio and Samuel H. Bersola); (2) Linkages and Disjunctures: California's K-12 and Community College Systems (Andrea Conklin Bueschel); and (3) Using a K-12 Assessment for College Placement (Michael Kirst). (Individual papers contain tables, figures, footnotes and references.)

These four conference papers from the Biennial Conference on Postsecondary Education for Persons who are Deaf or Hard of Hearing focus on transitioning from high school to college. The first paper, "Transitioning Collaboration with Schools and Vocational Rehabilitation" (Catherine Wilson and Wayne Giese), describes the North Carolina School for the Deaf's collaboration with the state vocational rehabilitation agency. The second paper, "Transition Planning: A High School-Postsecondary Connection" (Theresa Smythe and others), discusses the partnership between the Missouri School for the Deaf and St. Louis Community College. A transition workshop organizer and agenda is included. "Your Parents Are Not with You Anymore" (Charlotte O. Kirby and Tris Ottolino), describes the Program for Hearing Impaired, a one-year transition program following high school graduation which provides young adults who are deaf or hard of hearing with the realistic opportunity to evaluate and improve their academic, vocational, social, and independent living skills. The last paper, "Perspective on Liberal Arts Learning: First Year Seminar" (Catherine Andersen and others), describes a seminar that teaches freshmen or transfer students at Gallaudet University study skills and time management, resource utilization, and the societal functions of institutions of higher learning. (Some papers contain references.) (CR)

The papers in this collection describe partnership programs and projects involving Kalamazoo Valley Community College (KVCC) in Michigan. The first paper, "The Arcadia Commons Partnership: The Community College and Economic Redevelopment," by Marilyn Schlack, describes the Arcadia Commons, a business-education park in downtown Kalamazoo, developed through the combined efforts of KVCC, area business and financial institutions, and the Kalamazoo Public Museum. The Commons houses numerous institutions including KVCC's downtown satellite center, the West Michigan Cancer Center, and the four-level New Museum. The second paper, "Partners in Workforce Development," by Helen McCauslin, describes KVCC's leadership role in three multi-partner coalitions: Education for Employment, the Southwest Michigan Coalition for Tech Prep, and the Kalamazoo Valley Partners for Quality. The third paper, "Partnerships in Internationalization: The Title VIa and Beacon Projects," by Theo Sypris, describes KVCC's involvement in a consortium of 15 community colleges in Michigan and Michigan State University, funded to design, establish, and operate a regionally based, globally focussed, "International Studies and Foreign Language Program Development Institute for Community Colleges." The final paper, "Partnerships Across the Disciplines. The Humanities, Science and Technology: Making Connections," by Robert Badra and Helen Palleschi, describes efforts to internationalize the curriculum at KVCC, involving faculty summer institutes and culminating with the establishment of a general education core course examining the relationship of the humanities to science and to technology. (PAA)

This policy brief contains papers from participants in a symposium that examined the movement of high-school students from school to college or work. The presenters adopted a variety of perspectives to study these transitions so as to aid state policymakers, state education and higher education agency personnel, and postsecondary and secondary administrators and faculty. It outlines and analyzes current efforts, as well as research opportunities and challenges. It focuses on the disconnection between K-12 and postsecondary education systems and how this disconnection undermines student aspirations. Special attention is given to the findings of the Knowledge and Skills for University Success content standards and how these should be used in K-12 education. It also describes the American Diploma Project, a program that fosters efforts to make American high-school diplomas more consistently meaningful across states, resulting in better-prepared college students. Ways to promote successful transitions for secondary/postsecondary students are likewise discussed, along with examples of successful transitions and "blended institutions," those schools that combine secondary and postsecondary learning. Finally, it describes the Pathways to College Network, which promotes the preparation, access, and success of underserved populations who seek a college education. (Contains 21 references.) (RJM)

This paper outlines a symposium that brings together professors and graduate students from the University of Alberta to address the implications of site visitations on a graduate e-learning program within the Faculty of Education. The Master of Education in Educational Studies program is designed for the alternate, flexible delivery of graduate studies at the University of Alberta. The objective of this program is to improve graduate access to a Master of Education program in rural and urban areas of Alberta and to enhance learning via online modalities within the framework of a summer cohort residency, and in conjunction with site visitations to the M.Ed. students' schools and classrooms. The papers within this symposium present the results and implications over a two-year period of this online Master of Education program (2004 to 2006). The findings focus on trust-building in the community-based cohort model, enhancing professional practice and learning via online approaches and empowering University and school collaborations through site visitations as an embodied presence. [The two works included in this document are: (1) Implications for Master of Education Programs Delivered Online Maryanne Doherty and Jim Parsons, University of Alberta (Phil McRae); and (2) Implications of Master of Education Program Site Visitations on the Corpus (Doris Kieser). Each work contains references.]

Sixteen papers, developed as part of a 10-year study of substantive and methodological aspects of teacher education in special education at the University of South Florida, address professional issues in special education. The papers are: (1) "To Improve or Reconstruct Special Education: Issues Facing the Field" (James L. Paul and Ann Cranston-Gingras); (2) "The Demographics of Special Education" (Harold Hodgkinson); (3) "Interventions and Children with Special Needs" (James J. Gallagher); (4) "High-Stakes Testing and the Distortion of Care" (Nel Noddings); (5) "From the Old to the New Paradigm of Disability and Families: Research To Enhance Family Quality of Life Outcomes" (Ann P. Turnbull and H. R. Turnbull); (6) "Addressing Home, School, and Community Violence for Children with Disabilities" (Zena H. Rudo); (7) "Informing Professional Issues in Special Education through Disability Studies" (Ann Cranston-Gingras and Crystal Roberts Ladwig); (8) "The Teacher Variable: Who Makes Special Education Special?" (James L. Paul and Patricia A. Parrish); (9) "The Reflective Self: Becoming a Special Educator" (Patricia Fagan and Ella L. Taylor); (10) "Preparing African American Male Teachers for Urban Special Education Environments" (Brenda L. Townsend and Karen M. Harris); (11) "Collaborative Professional Development Partnerships" (Karen L. Colucci and others); (12) "The Use of Educational Technology and Assistive Devices in Special Education" (Barbara L. Loeding); (13) "The Utilization of Distance Learning and Technology for Teaching Children with Disabilities" (Michael W. Churton); (14) "Charter Schools and Their Impact on Special Education" (Myrrha Pammer and others); (15) "Reading the History of Special Education" (Sherman Dorn); and (16) "Ethics and Special Education" (James L. Paul and others). Individual papers contain references. (DB)

This journal, written in English and Chinese, includes the following papers: "Values for Creativity: A Study among Undergraduates in Hong Kong and Guangzhou" (Xia Dong Yue and Kok Leung); "The Present Situation of Family Education at the Turn of the Century: An Investigation in Three South-Eastern Provinces in China" (Feng Luo); "Philosophers Compete, Children Glitter: An Explication of the Characteristics of Postmodern Multiple Intelligences Inspired Education" (Kwok Cheung Cheung); "The Relation of Shame and Guilt-Proneness to Moral Orientations in Hong Kong Chinese Adolescents" (Kin Tung Wong); "Teacher Development: Knowing More about Emotions and Emotional Awareness" (Ching Leung Lung and Mei Ngan Tam); "The Everyday English Every Day Summer Camp" (Gertrude Sachs, Serlina Seun, Catherine Yung, Angel Lau, and Catherine Chan); "Enhancing the Professional Development of Student-Teachers in Primary and Secondary Education through Establishing Institute-School Partnership" (May Hung Cheng and Yee Fan Tang); Combining Information Technologies and Cognitive Apprenticeship to Provide Instruction in Expository Writing in Large University Classes" (Graham Passmore and John Mitterer); "Toward Solving the Disciplinary Problem of Students: Strategies of Some Christian Schools" (Che Leung Lau); and "A Developmental Profile and Chinese Index of New Horizons in Education" (William Wu and Kwok Keung Ho). (Papers contain references.) (SM)

This book provides a platform for an array of educators to discuss the impact of professional development schools and other school-university partnerships on student learning. The 11 papers include: (1) "Using Research to Connect School-University Partnerships to Student Outcomes" (Lee Teitel); (2) "Making a Difference: A Professional Development School's Impact on Student Learning" (Gerald J. Pine); (3) "Expanding the Potential of School-University Collaboration: Special and General Education as Partners in Improving Student Achievement in a Rural Professional Development School" (Troy V. Mariage and M. Arthur Garmon); (4) "Student Achievement in Maryland's Professional Development Schools" (David H. Cooper and Christy T. Corbin); (5) "Turning Student Voice Into Student Outcomes" (Melinda Cowart and Joyce Rademacher); (6) "Student Learning Outcomes in a Partnership Intern Program" (Kathleen Sullivan Brown and Carole Heitman Murphy); (7) "The Impact of Professional Development Activity on Student Reading Performance" (Woodrow Trathen, Pamela Schram, Philip Shomaker, Jennifer Maldonado, and Tonya McKinney); (8) "Implementing an Outcomes-Based Collaborative Partnership for Preventing Reading Failure" (Shirley V. Dickson and William Bursuck); (9) "The Impact of Teachers' Participation in Collaborative Research on Secondary Students' Classroom Behaviors and Engagement" (Stephanie L. Knight and Daniel J. Boudah); (10) "STAR: Students and Teachers in Action Research" (Alice C. Sagehorn and Brenda G. LeTendre); and (11) "Making the Case: Lessons Learned From and About School-University Partnership Research" (Stephanie L. Knight and Donna L. Wiseman). (Papers contain references.) (SM)

This collection of papers is based on the 5th International Conference on Language and Development: Defining the Role of Language in Development, held in Phnom Penh, Cambodia, in 2001. The 25 papers include the following: (1) "Destitution, Wealth, and Cultural Contest: Language and Development Connections" (Joseph Lo Bianco); (2) "English and East Timor" (Roslyn Appleby); (3) "Partnership in Initial Teacher Education" (Bao Kham and Phan Thi Bich Ngoc); (4) "Indigenous Languages for Development: The Philippine Experience" (Nestor Castro); (5) "Building Institutional Capacity" (Suos Man and Sok Luong Chan); (6) "International Languages in Education in Developing Countries: Implications for Cambodia" (Thomas Clayton); (7) "Evaluating Development Programs: Time to Watch Our Language" (Hywel Coleman); (8) "Making the Cap Fit: Culture in Higher Education Reform" (Jacqueline Dyer); (9) "Language Policy, Literacy Development, and Book Sector Development" (Martin Ferns); (10) "Gender, Language and Power in Community-Based Programs" (Lilliana Hajncl and Barbara Fitzgerald); (11) "Language in Development: The Open Society Institute" (Robert Hausmann); (12) "Language, Textbooks and Perspectives on Social Harmony in Sri Lanka" (David Hayes); (13) "Multilingual Literacy Development: Success in a Difficult Environment" (Margaret Hill); (14) "In the Field: Inter-Cultural Communication through Radio and Other Media" (Kaz Janoski and Monica Janoski); (15) "Language, Development and Political Correctness" (Psyche Kenett); (16) "Vernacular Literacy in Community Development: The Chong of Thailand" (Kimmo Kosonen); (17) "Applying the Findings of Cognitive Psychologists in a Resource Poor Teaching Environment" (Gaylene Levesque); (18) "Globalisation Power and Hegemony in Language Development" (Shane P. Martin and Edmundo F. Litton); (19) "The Return on Investment from the Donor's Perspective" (Bonaventure Mbida-Essama); (20) "Sustainability Revisited: Insights from a Multiliteracies Project in Malaysia" (Moses Samuel); (21) "Second Languages in Ethnic and Linguistic Diversity in Laos" (Souvanixay Mythong, Nouannavong Onekeo, Keovongsa Khounmi, and Gary Ovington); (22) "A Distance Education Program in an Area of Ethnic Insurgency" (Richard Sproat); (23) "A Sustainable Testing System for Distance Education in Vietnam" (Quoc Hung Tran); (24) "Self-Monitoring Capabilities: Teacher Education and TEFL in Vietnam" (Ha Van Sinh); and (25) "Foreign Languages and Development: German in China" (Ulrich Wannagat). (Papers contain references.) (SM)

This book presents papers by teacher educators who describe how they foster the integration of service learning into their teacher education programs, with the eventual goal of institutionalization. The papers are: "Introduction" (Marty Duckenfield and Kevin J. Swick); "An Experiment in Implementation" (Bill Yost); "Pathways to Partnership: Oklahoma State University's On-Site Program" (Sue Christian Parsons with Jill Metzger and Donielle Larison); "Service-Learning: From Reluctance to Allegiance" (Alice M. Buchanan and Michael Kamen); "Changes in the Heart: The Role of Service-Learning in Education" (Vicki McLain, Anita VanBrackle, and Anne Marie Fenton); "Training Teachers To Be Powers for Good: The Benedict College Way" (Gwenda R. Greene, Ruby Blair, Tondeleya G. Jackson, Patricia Dixon, and Farida Cassimjee); "It Takes a Whole Campus To Grow a Service-Learning Program" (Paula W. Flaherty); "Clemson Nods: Service-Learning within Professional Development Schools" (Bea Bailey); "Spinning Service-Learning into the Tapestry of Secondary and Higher Education" (Lorraine DeJong, Kathy Newman, Martha Shaleuly, and Vicki Porter); "The Whole Is Greater Than the Sum of Its Parts" (Sally Z. Hare with Sandie Merriam and Jerry Pace); "Empowering Each Other through a Service-Learning Partnership" (Kevin J. Swick, Beverly Hiott, Nancy Freeman, and Michael Rowls); "Portraiture: A View from Across the Pond" (John Potter); and "Lessons Learned" (Marty Duckenfield and Kevin J. Swick). (Papers contain references.) (SM)

This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education. The collection of papers offers teacher educators' thoughts about ways to enhance the usefulness of service-learning in preservice teacher preparation. The book is grouped into five main parts. Part 1 deals with theories, standards, and principles of practice. Part 2 includes several research studies and reviews as well as a suggested framework for further research and development. Part 3 explicates 11 different approaches to implementing service-learning in teacher education in the form of case studies. Part 4 deals with administrative and organizational arrangements as well as issues surrounding the teaching of service-learning, diversity, and assessment. Part 5 presents thoughts for the future from one of service-learning's long-standing adherents and researchers. It also includes an annotated bibliography. Three appendixes include: standards of quality for school-based and community-based service-learning; tools for teaching the pedagogy of service-learning; and contributing authors. (Papers contain references.) (SM)

This collection of papers examines a 10-year process of teacher education reform at Ohio State University, describing 13 Professional Development Schools (PDSs). After "Introduction: Context, Challenges, and Consequences: PDSs in the Making" (Marilyn Johnston), there are 16 papers in four parts. Part 1, "Contextualizing PDS Work and Roles," includes (1) "Too Valuable to be Rejected, Too Different to be Embraced: A Critical Review of School/University Collaboration" (Cynthia Dickens); (2) "A Clinical Educator: Redefining a Teacher's Role" (Rhonda Dailey-Dickinson); and (3) "The Missing Voice of the Principal in School/University Collaboration" (Don Cramer and Marilyn Johnston). Part 2, "Elementary and Middle School PDSs," includes (4) "LEADS: An Evolving Program" (Patricia Enciso, Becky Kirschner, Theresa Rogers, and Barbara Seidl); (5) "Small Beginnings to a Collective Takeover: Collaboration, Integration, and Change in Our PDS" (Francee Eldredge, Kathleen Ibom, Marilyn Johnston, Lisa Maloney, and Mike Thomas); and (6) "Middle School PDS: Moving beyond the Canvas" (Patti Brosnan, Diana Erchick, and Holly Thornton). Part 3 "Secondary PDSs," includes (7) "Afternoon the Honeymoon is Over: What Seven Years of Collaboration Have Taught Us about School/University Collaboration in Social Studies and Global Education" (Sue Chase and Merry Merryfield); (8) "Perspectives on Personal Professional Development" (Steven L. Miller, Stanley Ray, Tim Dove, and Todd Kenreich); (9) "Students Learn within and beyond the Walls: A Secondary PDS" (Barbara Levak, Anna Soter, and Dan Hoffman); (10) "The Growing of a School/University Partnership and the Preparation of Teachers for the Urban Context" (Beth Carnate, George Newell, Steven E. Hoffman, and Rachel Moots); and (11) "Project Learn: Closing the Gap" (Barbara Thomson, Eugenie Maxwell, Lizbeth Kelley, and Beth Carnate). Part 4, "Specialist and Subject Matter PDSs," includes (12) "The Ohio State University Technology in Education Professional Development School: TIE PDS" (William Gathergood and Keith Hall); (13) "A PDS Network of Teachers: The Case of Art" (Michael Parsons); (14) "Weaving a Web of Relationships" (Sandra Stroot, Mary O'Sullivan, and Deborah Tannehill); (15) "Inaugurating a Professional Development Network for Foreign and Second Language Educators: Flying the Plane and Repairing It at the Same Time" (Deborah Wilburn Robinson); (16) "The Special Education Professional Development School" (Gwendolyn Cartledge, John O. Cooper, Ralph Gardner III, Timothy E. Heron, William L. Heward, Richard D. Howell, and Diane M. Sainato). The book ends with "Conclusion" (Tim Dove, Patti Brosnan, Don Cramer, and Marilyn Johnston). (Papers contain references.) (SM)

This monograph features four papers that highlight school-based teacher training programs through Northern Arizona University's (NAU) Center for Excellence in Education (CEE). The first paper, "Reflection, Research, and Practice in a School-based Teacher Education Program (Peggy Ver Velde, Sherry L. Markel, Jeanne Dustman, Barbara Campbell, and Mary Knight), outlines the history, operation, and evaluation of the pioneer CEE school-university teacher training program, Flagstaff Partnerships Program. This K-6 effort emphasized curriculum integration translated into lessons taught by college students as they progressed toward student teaching. The second paper, "An Elementary School-based Partnership: The Mentorship Component" (Pat Wall, Emilie Rodger, Martha Brady, and MaryAnn Davies), describes the NAU/Sedona Partnership Program, a K-8 teacher preparation partnership involving CEE and the Sedona, Arizona Unified School District, focusing on the program's mentorship aspect. The third paper, "Integrated Secondary Teacher Education Program: On the Edge of Partnership" (Daniel L. Kain, Michael Tanner, and Peggy Raines), describes a secondary partnership program developed because NAU had exemplary innovative elementary school-based teacher preparation but very little innovative secondary preparation. The fourth paper, "Preparing Special Education Teachers for Rural Areas: The Rural Special Education Project" (Greg Prater, Susan Miller, and Sam Minner), describes a partnership on a Navajo reservation whose primary goal was to increase the number of qualified educators to teach Native American children in rural and reservation areas. (All papers contain references). (SM)

The California Academic Partnership Program (called CAPP-Eisenhower in recognition of the act of Congress that funded the program) was established in 1983 to facilitate collaboration between secondary and postsecondary institutions. This volume, the program's final product, offers 16 papers in 3 sections, providing, respectively, highlights of the project's September 1990 "kick-off" conference, selected papers from the field, and case studies of the project's model partnerships. Following a foreword by J. Myron Atkin and a preface by Frank Young, Section I provides a summary of the conference and the following three conference papers: "Underrepresented Students: Our Diverse Population" (Eugene Garcia); "Academic and Corporate Partnerships in the 1990s" (Mark Edelstein); and"Academic, Business and Corporate Partnerships" (Joseph Oakley). Section II, "Key Aspects of Academic Partnerships," presents papers and commentary that consider academic collaboration under seven headings: Culture Gap, Educational Research, Business-School Collaboration, Teacher Education, Professional Development, Change, and Future. Papers are: "The Partnership Terrain" (Louis S. Albert); "School-University Collaboration: Why It's Multicultural Education" (Susan M. Brookhart and William E. Loadman); "Research and the Renewal of Education" (National Academy of Education); "What Business Can Do To Achieve Educational Change in a Community" (Frank Newman); "Business/School Partnerships: A Path to Effective School Restructuring" (Diana W. Rigden); "What College and University Leaders Can Do To Help Change Teacher Education" (Phyllis J. Edmundson); "What Business Leaders Can Do To Help Change Teacher Education" (Diana W. Rigden); "How Mathematics Content Courses Must Change in Light of Technology and the NCTM Curriculum Standards" (M. Montgomery and others); "Research on Professional Development Schools" (Jane A. Stallings and Theodore Kowalski); "Collaborative Professional Development: A Case Study on Teacher Professional Development Through School-College Collaboration" (Nancy E. Adelman); "The Rand Change Agent Study Revisited: Macro Perspectives and Micro Realities" (Milbrey W. McLaughlin); and "The Future of School-University Partnerships" (John I. Goodall and Kenneth A. Sirotnik). This section also includes an annotated list of selected readings. The final section headed "Case Studies CAPP's Model Partnership Projects," presents an action research component which examined the processes, impacts and outcomes within and across the five model partnerships included in the CAPP-Eisenhower project. This section also provides case studies and names and addresses of contact persons from each of the model partnerships. An afterword by Deborah Hancock concludes the volume. (JB)

This volume explores issues of scholarship, fiscal policies, and admissions in the higher education of Puerto Ricans, with the emphasis on Puerto Ricans on the U.S. mainland and a particular focus on Puerto Rican admissions to the City University of New York. The first paper, "The Centro's Models of Scholarship: Present Challenges to Twenty Years of Academic Empowerment" by Maria Josefa Canino considers the history of the Centro Puertorriqueno of Hunter College of the City University of New York and its mission for scholarship and the formation of policy related to Puerto Ricans. The second paper, "Puerto Ricans and Fiscal Policies in U.S. Higher Education: The Case of the City University of New York" by Camille Rodriguez and Ramon Bosque-Perez illustrates the interplay between finance and policy and the education of Puerto Ricans. "Latinos and the College Preparatory Initiative" by Camille Rodriguez, Judith Stern Torres, Milga Morales-Nadal, and Sandra Del Valle discusses the College Preparatory Initiative (CPI), a program designed by the City University of New York as a way to strengthen the educational experiences of students. CPI attempts to combine raised academic standards and school/college collaboration to increase the participation and retention of minority students, but it is likely to have adverse effects because of the difficulty students will have in achieving CPI standards before admission. A postscript calls for further efforts by the City University to assist minority students. (Contains nine graphs and references following each paper.) (SLD)

This compilation brings together three previously published papers on the role of professional development in school restructuring. The three papers articulate a new paradigm for professional development in teaching which sees opportunities for teacher development residing in collegial work settings, team teaching environments, school improvement networks, and school-university collaboratives. "Teacher Development in Professional Practice Schools" by Ann Lieberman and Lynne Miller provides a framework for developing a culture of inquiry in a school, considers professional growth activities that are appropriate to that culture, and discusses problems and dilemmas that must be recognized and worked through to maintain and support teacher development in professional practice schools. "Accountability for Professional Practice" by Linda Darling-Hammond explores the contributions of professionalism to school accountability in the context of the professional development school. "Networks for Educational Change: Powerful and Problematic" by Ann Lieberman and Milbrey McLaughlin examines the power of networks, the problems of networks, and implications for policy. (References accompany each paper.) (JDD)

This collection of papers represents the reading, writing, film-viewing, and discussion exercises that were the center of a 5-week research institute held in North Carolina for educators from the Isaac Dickson Elementary School and the University of North Carolina, Asheville. The papers are (1) "A Model for Staff Development in Multiculturalism" (Jeanne McGlinn); (2) "Disidentification of Black Males from the School" (Robert McGrattan); (3) "Some Theories or Themes in Multicultural Education" (Dee Cash); (4) "Influence of Teacher Expectations on Student Achievement" (Tanya Gilliam); (5) "Teaching Philosophy and Methodology: Multiculturalism as a Key Component" (Robin Grosshuesch); (6) "Parent-Home School Relations" (Monica Levin); (7) "Reading Multiculturally" (Dee James); and (8) "New Perspectives on Minority Achievement" (Cherryl L. Lawrence). A list of speakers is attached as an appendix. Contains 107 references. (SLD)

The potential of community education for building partnerships that help schools become the active agents for addressing social change is discussed in the five papers that make up this report. The first paper, by Donna Amstutz, presents an overview of the purposes and models of community education. Next, a paper by Monica Beglau discusses forms of parent/school/university partnerships that strengthen the school-community bond. Wyoming's statewide initiatives, the benefits of cooperative planning, and "how to's" for community involvement meetings are also described. Paper number 3, by Donna Whitson, identifies some of the community resources that are available to most school systems and specific resources for Wyoming schools. The fourth paper, by Dick Naumann, discusses methods for encouraging volunteers and the reasons for using them. Strategies to motivate schools to reflect community diversity are provided in the final chapter by Caroline Sherritt. A Wyoming State government reorganization chart is included. (Contains 40 references.) (LMI)

This document contains 11 papers on school staff development: (1) "The Staff Development for School Improvement Program" (Winifred I. Warnat); (2) "A Teacher's View of a Staff Development Project" (Lynn Kleiman); (3) "Staff Development from the Principal's Perspective" (Dixie Hibner); (4) "Stepping-Stones to Success" (Barbara A. Skone); (5) "Benefits of Staff Development Projects for Downsized Schools" (Gerald L. Jennings); (6) "Boosting Morale and Improving Communications" (Alethea Helbig); (7) "Reflections on How to Be a Successful University Facilitator" (Beth Van Voorhees); (8) "University-Public School Collaboration: A Personal Perspective" (Marylyn Lake); (9) "Personal Reflections of a Staff Development Coordinator" (Larry J. Thomas); (10) "An Outsider's Critique of the Program" (Roy A. Edelfelt); and (11) "The Role of Qualitative Methods in Evaluation" (Ronald G. Corwin). (CJ)

The four papers presented here address teacher development from an international viewpoint. In "Professional Development and Standards" (Linda Darling-Hammond) it is suggested that U.S. educators engage in new kinds of collaborations with universities, and it proposes a shift from information transmittal to "co-construction" of knowledge state From telling to facilitating. Next, "Reflections Derived From an Ethnographic Study of Japanese Elementary Schools" (Nancy Sato) warns that collaboration can be a double-edged sword, and notes that the separation of teacher and student roles and relationships is blurred in Japan, as is the separation between a teacher's personal and professional life. A similar context exists in China as we see from "Visions of Collegiality: Images from Teachers in China" (Lynn Paine). There teachers are part of an organization where working together is the fabric of their entire careers. The theme of "An Australian's Focus on Teaching and Learning Through Professional Development" (Diane Snowball), is the importance of continued teacher training for new teachers, noting that in Australia the purpose of assessment is to inform teaching. A brief section on the American Association for Higher Education and its Education Trust is appended. (CH)

The selections in this book originated at the annual National Educator Awards Retreat held by the Milken Family Foundation in March 1991. To set the stage for the discussions, W. Bennett and A. Levine offered opening remarks concerning characteristics of ideal high school graduates. Educators, including state superintendents, responded. After a preface by L. Milken, the following papers are provided: (1) "The Graduates We Want: Who They Are and How We Get Them" (A. Levine); (2) "What Do We Want Our Graduates To Be Like?" (W. J. Bennett); (3) "Keynoters and Award Recipients: An Open Exchange"; (4) "Superintendents' Views: What Do We Want Our Graduates To Be Like?" (E. Bither, H. Marockie, E. Paslov, and C. Toguchi); (5) "Practitioners' Views: Who Do We Want Our Graduates To Be?" (K. N. Hughes); (6) "The Moral Development of Our Nation's Children: The Role of the Public School" (N. M. Fagan); (7) "Meeting the Needs of Diverse Student Populations" (A. A. Mori); (8) "Attracting, Preparing, and Retaining High-Quality Teachers" (C. L. Ellner); (9) "How Should Our Schools Be Structured? A View from the Top of the Bottom of the Heap" (G. C. Hentschke); (10) "How Do We Assess Effective School Processes?" (H. Handler); (11) "Business and University Collaboration With the Schools" (L. C. Solmon and C. L. Fagnano); and (12) "Additional Ideas on How To Get the Graduates We Want" (L. C. Solmon). A 137-item bibliography is included, as are descriptions of the editors and contributors and a list of award recipients. (SLD)

As we begin the twenty-first century, schools and teachers are subject to enormous pressures for change. The revolution in digital technologies, the pressure to develop consistently high-performing schools systems, and the drive between excellence and equity all combine to raise profound questions about the nature of successful teaching and learning today. In his Inaugural Directorial Lecture, Professor Chris Husbands explores the extent to which teaching is changing in response to these external pressures and the implications for teachers, schools and learners. He asks what this means for research, teacher education and the nature of an "institute of education". Professor Husbands examines the past aspirations of the Institute of Education, University of London, summarises current worldwide education trends and suggests a way forward in order to re-align the relationship between an "institute of education" and the academic, policy and practitioner communities it serves. His new aspirations show how an "institute of education" can face the major challenges of education today and: (1) best respond to the social and economic context of educational provision in a global context; (2) optimise the organisation of schools as regards school improvement; and (3) achieve a step-change in the way it supports effective teacher practice. Professor Chris Husbands is Director of the Institute of Education, University of London. He has research interests in teacher education and education policy and has written widely on aspects of education policy and on curriculum and teacher development.

These 19 papers present the voices of researchers and their work on Professional Development Schools: (1) "The Status of Early Theories of Professional Development School Potential" (C. Mantle-Bromley); (2) "Implementing and Researching Teacher Education Programs in PDSs: A Focus on Authenticity" (Gay Goodman); (3) "Village of Learners: Collaborative Research at a Professional Development School" (Dorothy V. Craig); (4) "Building an Inquiry Oriented PDS: The Journey" (Nancy Fitchman Dana and Diane Yendol Silva); (5) "Professional Development Schools and Special Education: How Can We Help Each Other Meet Our Goals?" (Margaret P. Weiss and Daniel J Boudah); (6) "Paradigm Pioneers: A Professional Development School Collaborative for Special Education Teacher Candidates" (Barbara C. Glaeser, Belinda D. Karge, Judy Smith, and Christine Weatherill); (7) "Professional Development Sites and Student Teaching Placements" (Myrna D. Cohen and Janice L. Nath); (8) "Studying Preservice Teachers Immersed in a Paideia-Focused Professional Development School Experience" (Barbara Levin); (9) "Using Video Reflection in the Preparation of Preservice Teachers" (Norene Lowery); (10) "Interprofessional Training and Service Provision in a Professional Development School" (John P. Galassi, John Brantley, Gary Shaffer, and Barbara Myers); (11) "How an Integrated Unit Increased Student Achievement in a High School PDS" (John Fischetti and Ann Larson); (12) "Principals as a Learning Community: A Case Study" (William Malloy); (13) "Learning from Each Other in a Professional Development School Collaboration" (Karen Higgens); (14) "An Introduction to Teacher Preparation at Holt High School: One View from the Partner University" (Tom Bird); (15) "Holt High School's Professional Development Initiative" (Mary E. deWolf and Dean Manikas); (16) "Experiencing the Internship from the Inside: An Intern's Perspective" (Alyssa Rickard); (17) "Facilitating Educative Experiences for the Intern: The Role of the University Instructor" (Cathy J. Siebert); (18) "Collaborating for Urban School and Teacher Education Renewal: Perspectives on the Development of a School-University Partnership" (Zhixin Su); and (19) "Facilitators of and Barriers to the Collaboration Process in Professional Development Schools: Results of a Meta-Ethnography" (Elizabeth K. Hess Rice and Heather Afman). (Papers contain references.) (SM)

This collection of papers examines pre-college enrichment programs that offer a specific remedy to the problem of low income and underrepresented students' access to higher education. The 10 papers are: (1) "Pre-College Outreach Programs: A National Perspective" (Watson Scott Swail and Laura W. Perna); (2) "The Relationship between Urbanicity and Educational Outcomes" (Clifford Adelman); (3) "A Theoretical and Practical View of Student Adjustment and Academic Achievement" (Amaury Nora); (4) "Meeting Common Goals: Linking K-12 and College Interventions" (Patricia Gandara); (5) "The Social Construction of College Access: Confronting the Technical, Cultural, and Political Barriers to Low-Income Students of Color" (Jeannie Oakes, John Rogers, Martin Lipton, and Ernest Morrell); (6)"(In)(Di)Visible Identities of Youth: College Preparation Programs from a Feminist Standpoint" (Michelle G. Knight and Heather A. Oesterreich); (7) "Partners for Preparation: Redistributing Social and Cultural Capital" (Susan Yonezawa, Makeba Jones, and Hugh Mehan); (8) "Making School to College Programs Work: Academics, Goals, and Aspirations" (Linda Serra Hagedorn and Shereen Fogel); (9) "Parental Guidance Suggested: Family Involvement in College Preparation Programs" (Alexander Jun and Julia Colyar); and (10) "Reflective Evaluation: Improving Practice in College Preparation Programs" (William G. Tierney). (Individual papers contain references.) (SM)

This collection of papers examines mentoring in a variety of settings. The 17 papers are: (1) "The Organizational and Human Dimensions of Successful Mentoring Across Diverse Settings" (Frances K. Kochan); (2) "Parents Mentoring Parents for School Success" (Nathan T. Avani); (3) "Project Nia (Purpose): A University/School Partnership to Enhance Student Achievement and Success" (Ivan Eugene Watts, Nirmala Erevelles, and Kimberly Lenease King); (4) "From Impersonal Policy to Personal Relationships: An Educational Researcher's Experience with Mentoring" (Gregory J. Fritzberg and Aragaw Alemayehu); (5) "Student Perceptions of the Mentoring Relationship in Higher Education" (Sandra M. Harris); (6) "Programmatic Elements That Enhance the Mentoring Relationship" (Toni A. Campbell and David E. Campbell); (7) "Mentoring Aspiring School Leaders in Scholarly Writing through Case Studies of Diversity" (Carol A. Mullen); (8) "Joint Reflections on Mentoring: Creating a Legacy of Care" (Cynthia Reed, Audrey L. Phillips, Tasha Parrish, and Lucinda Shaw); (9) "Transforming Learning Through Mentoring in Early Childhood Education: The DART Model" (Arlene Martin); (10) "The Missouri Teachers' Academy: Mentoring for Organizational and Personal Transformation" (Kathleen Sullivan-Brown); (11) "Mentoring Leaders: Some Reflections on the Experience" (Luana Zellner and David Erlandson); (12) "Tracing the Development of Mentoring Relationships of Teachers: Four Case Studies" (Susan M. Tauer); (13) "Mentoring and Teacher Induction: Hearing the Voices of Change" (Arlene Martin); (14)"Mentoring Women in Educational Leadership" (Ernestine Enomoto, Mary E. Gardiner, and Margaret Grogan); (15) "Using Mentoring to Advance Females and Minorities in a Corporate Environment" (Norma T. Mertz and Shari Lawrence Pfleeger); (16) "Matching Mentors and Proteges: Dynamics of Race, Ethnicity, Gender, and Job Location" (Katherine Knight Wilcox); and (17) "Examining the Organizational and Human Dimensions of Mentoring: A Textual Data Analysis" (Frances K. Kochan). (Papers contain references.) (SM)

Articles dealing with instructional approaches, faculty development, and student needs are presented. The 1984-85 collection includes: "An Evolving Partnership: The Community College-Secondary School Connection," by Cornelius V. Robbins; "What If Willy Loman Worked for You," by Paul W. Brennan; "Day Care Centers: The Versatile Student Support Service," by Anthony A. Adamo; "Cross-Disciplinary Writing: A Function of Faculty Development," by James Early; "Human Ecology: Liberal Arts for the Future," by M. Garrett Bauman and M. Thomas Cooper; "The Learning Disabled Student in the Community College," by Paula Beck; "The Classroom Connection: An Early Intervention Model," by Charles Croll and Linda Linville; "Computer-Assisted Instruction in Writing: The Freshman Composition & Research Paper Assignment and Donald Davis' Topoi," by Louis Chicatelli and Frank Madden; "Thinking Small: Some Hopeful Speculation about Faculty Development Programs," by Gail Rogers Rice; "A Preface to the Research Paper: The Student Seminar Approach to Literature," by Maryanne Vent; "The Technical/Medical Writing Lab: A Synthesis of Consultants, Computers, Composing, Credit and Interdisciplinary," by Christine M. Godwin; "Esprit: A Humanities Magazine," by Donald G. Parker and Barry John Capella; "Innovations in Laboratory Training for MLT AAS-Degree Students," by Myrtle M. Green and Sonja Hill; and "A Peer Evaluation," by Kay McKemy. (LAL)

This final report describes a project to examine the Health Occupations Education program in New York State from a futurist perspective and contains 18 papers presented at meetings. An introduction summarizes activities of the Health Occupations Review Committee that conducted the project and committee meetings. The first 12 papers address these concerns in health occupations education: types of students who enter health occupations education programs; adult students serviced by health occupations education; sex equity futures for health occupations; the education of handicapped students for the jobs of the future; characteristics of disadvantaged students with specific implications for curriculum design; civil rights issues; teacher qualifications, education, and certification; an overview of the health occupations programs of the State University of New York (SUNY); organizational structure of SUNY community colleges; a nursing articulation agreement with a BOCES occupational center; health programs at the City University of New York; and educational mobility in nursing. The final six papers present cost implications of the committee's preliminary recommendations for the reorganization of the New York State Health Occupations Education curriculum. (YLB)

This collection of papers examines the hidden risks that teacher researchers may face in action research. There are 12 papers in three parts. Part 1, "School-Based Researchers," includes: (1) "Drafting Ethical Guidelines for Teacher Research in Schools" (Marian M. Mohr); (2) "'Tuesday Night' Revisited: Learning to Survive" (Leslie Turner Minarik); (3) "Coming to Know My Place" (Wanda C. Clay); (4) "Teacher Research: A Wolf in Sheep's Clothing" (Linda Hajj); and (5) "Who Owns the Story? Ethical Issues in the Conduct of Practitioner Research" (Cathy Beck, Laura DuPont, Lori Geismar-Ryan, Linda Henke, Kathryn Mitchell Pierce, and Catherine Von Hatten). Part 2, "University-Based Researchers," includes: (6) "'A Root Out of a Dry Ground': Resolving the Researcher/Researched Dilemma" (Sharon Shockley Lee); (7) "Action Research on Action Research: Emancipatory Research or Abuse of Power? (Sally Barr Ebest); (8) "The Ethics of Accountability in Action Research" (Owen van den Berg); and (9) "When Evaluation Turns Sour: Quandaries of the Individual Case" (Louis M. Smith). Part 3, "Collaborative School-University Research," includes: (10) "The Ethics of Cultural Invisibility" (Jane Zeni, Myrtho Prophete, Nancy Cason, and Minnie Phillips); (11) "Insiders and Outsiders: Perspectives on Urban Action Research" (Jacquelyn C. Harris, Michael Lowenstein, and Rosalynde Scott); and (12) "Negotiating Two Worlds: Conducting Action Research Within a School-University Partnership" (Marilyn M. Cohn and Suzanne Kirkpatrick). An epilogue offers "A Guide to Ethical Decision Making for Insider Research" (Jane Zeni). (SM)

This collection of papers examines prior and current research and policy on grade repetition and social promotion. Papers include: "Where Is Lake Wobegon, Anyway? The Controversy Surrounding Social Promotion" (Richard Rothstein); "Student Retention: Why Is There a Gap between the Majority of Research Findings and School Practice?" (C. Kenneth Tanner and Susan Allan Galis); "Grade Retention and School Dropout: Investigating the Association" (Melissa Roderick); "School Readiness: The Need for a Paradigm Shift" (Martha P. Carlton and Adam Winsler); "Research vs. Practice: Kindergarten Retention and Student Readiness for First Grade" (Betty B. Peel); "Characteristics of Students Retained in Grade" (Jack Frymier); "Variables Contributing to Grade Retention among African American Adolescent Males" (Laxley W. Rodney, et al.); "Retention vs. Social Promotion" (Donna Harrington-Lueker); "Ending Social Promotion: Results from the First Two Years" (Melissa Roderick et al.); "Alternatives to Grade Retention" (Linda Darling-Hammond); "Summer Schools: Rx for Low Performance?" (Chris Pipho); "Year-Round Schools: Do They Improve Academic Performance?" (Richard L. Worsnop); "Looping: Adding Time, Strengthening Relationships" (Daniel L. Burke); "Inner-City Partnerships" (Rhea H. Kirk); and "Effects of Eighth-Grade Transition Programs on High School Retention and Experiences" (Julia B. Smith). (Papers contain references.) (SM)

This book contains a collection of papers on the politics of teacher education reform. The book begins with "Introduction to the Politics of Teacher Preparation Reform" (Karen Symms Gallagher and Jerry D. Bailey). Part 1, "Issues From the National Arena," includes "The Politics of Teacher Education Reform: Strategic Philanthropy and Public Policy Making" (Karen Symms Gallagher and Jerry D. Bailey); "Finding the Culprit: Federal Policy and Teacher Education" (Penelope M. Earley); and "The Role of Accreditation Reform in Teacher Education" (Frank B. Murray). Part 2, "Stories From the State Arena," includes "Autonomous Boards and Standards-Based Teacher Development" (Marilyn M. Scannell and Philip L. Metcalf); and "The Georgia Story of P-16 Partnerships" (Jan S. Kettlewell, Janine A. Kaste, and Sheila A. Jones). Part 3, "A Story From the Urban Arena," includes "The Language of Standards and Teacher Education Reform" (Robert J. Yinger and Martha S. Hendricks-Lee) and "Balancing the Politics of Two Cultures: Cincinnati Initiative for Teacher Education and the Cincinnati Professional Practice Schools Partnership" (Arlene Harris Mitchell, Louis A. Castenell, Jr., Martha S. Hendricks-Lee, and Tom Mooney). Part 4, "The Micropolitical Arena," includes "Do Colleges of Liberal Arts and Sciences Need Schools of Education?" (Sally Frost Mason); "Developing Knowledge for Preparing Teachers: Redefining the Role of Schools of Education" (Dennis Thiessen); and "Adequacy and Allocation Within Higher Education: Funding the Work of Education Schools" (Richard D. Howard, Andy Hitz, and Larry J. Baker). Part 5, "The Final Arena: Building Capacity for Change," includes "Teaching for America's Future: National Commissions and Vested Interests in an Almost Profession" (Linda Darling-Hammond). (Papers contain references.) (SM)

This book redefines teaching as a profession with pronounced service and moral dimensions, then shows how this new paradigm can be instilled in both teacher education programs and teaching practice. The book argues that teaching practice requires much more than knowledge and technical competence. It calls for reflection and inquiry, a dedication to democratic principles, and a strong commitment to educational renewal and change. The book reveals how teacher education can be structured to emphasize the moral and service responsibilities of the profession, especially by forging close ties with local schools and communities, to produce caring and effective teachers. It is a comprehensive account of what goes into the substance and process of preparing professional educators, from selection to induction into teaching. The story that unfolds in the collaboration of the University of Connecticut and several schools is one of redesigning virtually every component into something very different from what existed before without stopping the traffic of future teachers from crossing the bridge to practice. The six chapters include: (1) "Teaching as a Profession in a Democracy: Creating a New Picture," (2) "Cultivating Reflective Practice and Inquiry," (3) "Becoming a Teacher: The Moral Dimensions," (4) "Creating Educative Communities," (5) "The Teacher's Responsibility to Diverse Learners," and (6) "Enabling Teachers to Assume Leadership Roles." (SM)

Testimony at this hearing included presentations on (or entitled): (1) implications of teacher training for Hispanic Americans (M. Susana Navarro); (2) "My Vision of the Teaching Profession" (Henrietta Schwartz); (3) "Preparing California School Leaders: An Analysis of Supply, Demand, and Training" (William Gerritz, Julia Koppich, James W. Guthrie); (4) "Reform in Teacher Education: The Missing Link" (Fannie Wiley Preston); (5) teacher education in Nevada (Sue Strand); (6) violence (such as physical and psychological abuse and discrimination) in education (Jordan Riak); (7) "Second-Order Change and the Reconceptualization of the Teaching-Learning Process" (Mark Phillips); (8) "Teacher Education at a Crossroad" (Edna Mitchell); (9) teacher certification regulations (Gerald A. Fisher); (10) "A University-Schools Partnership: Prospects and Promises" (Dan Andersen and Bonnie Morgan); (11) educational reform needs (George C. Shaw); and (12) "Some Reflections on the Honorable Profession of Teaching" (Trish Stoddart, David J. Losk, and Charles S. Benson). (CB)

Cooperation between colleges and schools is considered in seven chapters. Attention is directed to academic standards, accelerating students, teacher preparation, experiments in transition, minorities, and special models. The analysis is intended to illustrate the great diversity of partnership activities in progress. In an introduction by Ernest L. Boyer, conclusions of the publication are identified as follows: high schools and colleges should cooperate to determine the content and specific skills considered essential for college entrance; students should be free to move at their own pace to make the transition from school to college; programs for beginning and senior teachers should be collaboratively developed by colleges and schools; experimental transition schools should be established that combine the school-college years and avoid curricular overlap and duplication; collaboration is required to identify disadvantaged students at an early age and to provide the assistance they require as they move from school to college; and colleges and universities should establish a partnership with one or more school districts to provide educational and cultural enrichment as determined by principals and teachers at the schools. (SW)

Building on trends toward interdisciplinarity, this monograph features articles that explore educational and professional collaborations. After the editor's commentary, "The Art of Collaboration, The Science of Teaching" (Brian Jory), three essays include: "'Now I Trust You': Bridging the Ethical Dilemma in Professional Development School Relationships" (Samuel Hausfather and Elizabeth L. Strehle; "An Integrated Approach to Gender Equity in Schools" (Susan Logsdon Conradsen and Michelle Rosen Haney); and "Interdisciplinary Curriculum as Complementary Practice: A Philosophical Perspective" (Alvin H.F. Smith). A book review section reviews four books that focus on developmental problems experienced by preadolescents, adolescents, and young adults. (Papers contain references.) (SM)

This book examines how a relationship between the University of Vermont and school districts throughout the state enables teachers to earn graduate credits through year-long Problem-Based School Development Institutes. The institutes take participants through a cycle that includes identifying a problem, conducting background and action research, field testing possible solutions, and recommending action. By starting with a teacher-identified problem, problem-based school development overturns notions that professional development is irrelevant to everyday life in schools. When citing various success stories, the papers acknowledge the struggle between energy (which inspires change) and order (which schools need to function smoothly). The papers conclude by offering principles of policy development that accommodate both. After "Preface: Gathering Energy for School Development" (John H. Clarke), there are six papers: (1) "How Problem-Based School Development Works" (John H. Clarke and Stephen D. Sanborn); (2) "Linking Adult Learning and School Development" (Judith A. Aiken); (3) "Developing a Problem-Solving Team" (Jane Briody Goodman); (4) "Leadership Through Dialogue" (Karin K. Hess); (5) "Planning Institutes: The Medium is the Message" (Nancy A. Cornell); and (6) "Policies Supporting Adaptive Growth" (Stephen D. Sanborn and John H. Clarke). (Contains 48 references). (SM)