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by Susan Moore Johnson, Morgaen L. Donaldson, Cheryl L. Kirkpatrick, William H. Marinell, Jennifer L. Steele & Stacy Agee SzczesiulDrawing on interviews with 20 second-stage teachers (in their 3rd �10th year), this study examines the experiences of teachers who were relatively new to the teaching profession yet occupied positions that set them apart from their colleagues. We found that these teachers encountered resistance from their colleagues who invoked teaching�s traditional norms of autonomy, egalitarianism, and seniority in rebuffing the second-stage teachers� efforts to change their classroom practice. post a comment by Michael MorrisThis study examines the instructional practices observed in honors and non-honors French and Spanish classes at a Midwestern high school, as well as those factors reported by the teachers at that school as influencing those practices. Analysis revealed a statistically significant relationship between type of class and type of activity, with honors classes having more communicative activities. Teachers attributed differences to student expectations for the two levels, students’ level of motivation for language study, and their maturity level. Results generally mirrored those of previous studies that examined the use of tracking students by ability level in secondary school classrooms. Language educators are urged to reconsider differentiation of curriculum according to students' ability level for the profession's future viability. post a comment
 by Harvey Siegel
reviewed by Robin Barrow
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|  by Christine Mulcahey
reviewed by Angela Eckhoff
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|  by Patricia Burch
reviewed by Kenneth Saltman
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|  by Ellen B. Mandinach and Margaret Honey (eds.)
reviewed by Mary Ann Blank
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by Gary NatrielloThe editors of TCR announce a call for proposals for future volumes of the NSSE Yearbooks.
by Todd A. DeMitchell & Richard FosseyShould public schools adopt the business model of Google? Is selling advertising space inside the schoolhouse gate an answer to our chronically underfunded public schools?
This week, Sean Kelly -- co-author of "Rethinking the Effects of Classroom Activity Structure on the Engagement of Low-Achieving Students" -- explains how whole-class instruction can be used to engage struggling students. For more videos on education, visit AfterEd.tv.
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