This article describes preservice teachers' trips to explore progressive public schools (past and present), emphasizing one to Central Park East School in Spanish Harlem. The schools have strong leadership, high expectations, and a commitment to a child-centered approach in common. Future teachers gain perspective and insight from such visits. (SM)

A teacher describes a master's level course, "The Changing American Elementary School," which has students stage theatrical productions, read literature as history, and engage in art criticism. He discusses the importance of incorporating arts and humanities into the teaching of curriculum to help students integrate their master's program into…

A teacher describes a core course, "The Educating Profession," of the University of Rochester's graduate education program. Designed to teach analytical theories of professionalization and historical background of professions, it examines twentieth-century scholarship, nineteenth- and twentieth-century scholarship, nineteenth-century professions.…

A teacher educator reflects on how her beliefs and practices about the facilitator's role in teacher education were shaped by participation in an elementary teachers' study group. Issues examined include sharing ideas and expertise, establishing credibility and shared vulnerability, negotiating personal and group agendas, and becoming a learning…

This review of literature describes the status of school-university collaboration and analyzes it as a cross-cultural activity. Differences in school and university cultures are related to four themes: focus, tempo, rewards, and power. Approximately 100 references are listed, including 53 sources of school-university project descriptions. (IAH)

This study describes curricular change from a skills-based, basal reader approach to a whole-language approach to reading instruction from the perspective of a second grade teacher engaged in self-initiated curricular development. A significant concern that emerged was modifying class routine and organization to reflect a different instructional…

Data from a descriptive study of the impact of professional development school (PDS) involvement on teacher preparation at three Massachusetts colleges is related to three themes: uniqueness of PDS-related techniques, approaches, and philosophy; mechanism and spread of these techniques, approaches, and philosophy; and signs of institutionalization…

Although the population of K-12 students in public schools is becoming increasingly multicultural, the population of preservice teachers is increasingly monocultural. Responses to these conditions include recruiting and retaining larger numbers of preservice teachers from diverse groups and better integration of multicultural education into…

"Teacher Roundtables," associated with Michigan State University, consists of elementary, middle, and high school teachers who focus on literacy and learning and meet regularly outside of school. This article focuses on teacher resistance to texts, curriculum, reform proposals, and other elements of school culture that are insensitive to teachers…

Ecology education requires an interdisciplinary, holistic approach. Several state agencies collaborated with University of Rhode Island to implement a statewide ecology teacher training program for fifth through eighth grade teachers. A series of four workshops provided cognitive information and strategies for integrating a holistic ecology…

In summer 1990, Drexel University and Philadelphia School District collaborated on a five-week teacher-oriented university science course that emphasized an integrated approach to teaching mathematics and science in which elementary teachers link science and mathematics to students' everyday experience through hands-on activities. (IAH)

Telling teaching stories assists prospective teachers in becoming effective teachers of elementary school children. It offers preservice teachers and teacher educators the challenge of seeing themselves and the opportunity to reflect on their goals and practices. (IAH)

This article describes an interdisciplinary course for preservice teachers which integrates multicultural education, communication skill development, and pedagogical variety; raises students' consciousness about cultural diversity; and develops their skills in teaching a more diverse population. (IAH)

Dialogue journals written by middle school students and preservice teacher education students provide an opportunity for the preservice teachers to learn about the intellectual, social, physical, and emotional development of middle school students and how these aspects of the students' lives affect learning. (IAH)

Sixty-eight sources related to collaboration between schools and universities are given. Topics include professional development schools, clinical teacher education, school restructuring, educational reform, and teacher preparation. Research reports, project descriptions, course descriptions, and essays are included. (IAH)