This study examines the value of a professional collaborative partnership between college faculty and middle school teachers in improving students' literacy skills and teachers' instructional practice. Three college faculty and two middle school teachers engaged in a collaborative effort to design and implement evidence-based strategies to promote…

Two university professors and 11 urban school faculty collaborated on a professional development (PD) effort focused on critical literacy to explore literacy practices aimed to reshape definitions of literacy that involved questioning power relationships concerning the environment and social justice. We examined the journey of a veteran teacher,…

Previous research regarding technology integration in education has indicated that when technology is integrated into the classroom with fidelity it can enhance educational experiences. Research has also indicated, however that despite the growing presence of technology in classrooms, it is not being effectively utilized. The present study…

The purposes of this study were (a) to create and validate a scale measuring beliefs regarding dyslexia, (b) to use the scale to investigate the beliefs of educators regarding dyslexia, and (c) to recommend ways that educators can be better prepared to help students with dyslexia. Participants included university faculty as well as undergraduate…

A recent survey examining student learning in the college classroom found disruptive student behavior to be a major learning inhibitor. Compounding this is the realization that most college faculty are ill prepared to handle this problem. This article discusses the results of the survey as well as identifies the various types of disruptive…

Grammar instruction has long been a troubling issue for many language arts teachers. This collaborative research between an elementary classroom teacher and university faculty, based on the assumption that grammar is most effectively taught in reading and writing, looks into the short- and long-term effect of error-based grammar instruction on the…

Gives faculty members without formal training in reading a tool to assist in textbook selection at universities in bilingual settings. (RL)

Discusses the author's varied experiences in teaching reading, including teaching seventh grade pupils in the West Bank of Jordan, taking graduate courses in reading, and being an elementary school principal and a university professor. Suggests the need for a rational balance between whole language and phonics. (RS)

Ineffective approaches for teaching with print may prevent textbook reading from being a useful learning resource in middle school. University faculty mentored a middle school science teacher as he implemented a textbook study-reading approach, PLAN (Caverly, Mandeville & Nicholson, 1995), in 2 classes (n=33). PLAN orchestrates 4 strategies…