Current reform efforts seek to redesign teacher education in alignment with a practice-based theory, a fundamental reconceptualization of higher education demanding a tighter alignment with K-12 school practices. The Faculty Research Residency Model--a Department of Education Funds for the Improvement of Post-Secondary Education (FIPSE) grant…

Professional development school partnerships can improve teaching and learning in our schools. To support these partnerships, the National Council for the Accreditation of Teacher Education (NCATE) developed standards for professional development schools. In this article, we address the questions, "What NCATE standards work from the point of…

This paper presents findings from a study surveying student teachers (N = 128) from two universities who reported a significantly greater influence by university-based supervisors on their teaching when they had taken a class with the supervisor prior to student teaching. The student teachers were more likely to report implementing university…

An abundance of research confirms preservice teachers are unprepared to work with diverse populations. This article describes an education program's efforts to support diversity initiatives and provide information and hands-on training to prepare teacher candidates for future work with the diversity they will encounter. Explanations of programs,…

Previous research studies have indicated that some educators do not advocate Communicative Language Teaching (CLT) because of their misunderstanding of the methodology. This article explores the relationship between college-level second language (L2) educators' perceptions and their implementations of CLT. The results of this study show that the…

The time, effort, and frustration spent in the publication arena is documented as one of most difficult challenges faced by practitioners moving into the higher education arena. Yet, consistently there is an outcry for expertise from field to enter college and university classrooms. The dilemma, then, rests on how to attract experts from the field…

This article presents a faculty-designed merit pay plan along with a discussion of some of its perceived values. The merit pay plan discussed here advocates that (1) there is a need among teacher education faculty to have control over the design and implementation of any merit pay process that evaluates and rewards the value-laden work they…

Discusses concerns of tenure-track faculty acting as faculty liaisons to Professional Development Schools (PDSs), describing one university's efforts to restructure its roles and rewards policies to support university/public school collaboration. Six conclusions include: the institution's history makes a difference in creating a climate for…

Examined cross-cultural mentoring of ethnic minority doctoral students (proteges) in special education programs, noting the role of mentoring in preparing proteges for higher education faculty positions. Protege and mentor interviews indicated that cross-cultural mentoring was crucial in preparing ethnic minorities for faculty positions. All…

Longitudinally investigated the socialization, promotion, and tenure experiences of tenure-track Holmes Scholars, examining the entrance of older, second career minority scholars into a changing profession. Data from site visits, surveys, and interviews suggest that elements of the Holmes Scholarship Network enhance research productivity and…

Presents an epilogue to an issue dedicated to generating new visions of education via articles written by Holmes Scholars, examining the invisible culture of academic publishing, hopeful signs for the future regarding Scholars' articles, and problems among the Scholars' manuscripts. Other editors are challenged to consider developing issues or…

Investigated the benefits of Professional Development School (PDS) endeavors as perceived by university faculty participating in the Holmes Group. Data from open-ended surveys identified four themes related to PDS benefits: (1) improved teaching/learning environments; (2) improved collegiality in professional relationships; (3) personal and…

Describes a summer institute, created through an urban university and urban Professional Development School partnership, that benefited second through fifth-grade students, but most notably influenced the professional development of their teachers. Analysis of teachers' journals indicate that teachers perceived their involvement in the supportive,…

Presents a rationale for the self-study of professional practice and illustrates how the inquiry process can help make sense of professorial practice in education. Excerpts are included from life history interviews, individual and collective reflective writing, and electronic mail exchanges to explore the role of questioning in developing…