The purpose of this study was to explore the factors that influence men to enter the field of elementary education, which is predominantly female. The factor herein are described by nine male students enrolled in the elementary teacher education program (ETEP) at a Midwestern university in the United State. The findings indicate that the factors which influence men's decisions to enter the field of elementary education represent a spectrum ranging from former teachers, family members, and career advice received to personal educational experiences and intrinsic aspects of the profession.

This article explores the experiences of three primary school Newly Qualified Teacher career changers from a PGCE primary programme at a university in England. The experiences of the participants’ first year of teaching in their respective primary schools are explored through a constructive grounded theory methodology. The findings have implications for teacher trainers and NQT mentors in that it offers a perspective on the range of experiences career changer Newly Qualified Teachers bring with them to teaching.

The current paper describes the Griffith-Kimmel professional development model that has evolved from work with grants based on Early Reading First. The results show that children in the ERF intervention classrooms scored significantly higher on each of the three measures than did the children in the comparison classrooms—alphabet knowledge, print concepts, and phonological awareness rhyming.

In this article, a longitudinal view of professional development at T.P. Yaeger Middle School, a campus involved in several organized reform initiatives, has been presented from the perspective of an eighth-grade teacher who has been a 10-year participant in this research. The author uses four fine-grained narrative exemplars to feature the teacher’s and some of his colleagues’ experiences of teacher learning within the context of school reform.

The current study explored teachers' and administrators understanding and use of “assessment of, for, and as learning”. The sample consisted of 18 administrators and 20 teachers from two school districts in southern Ontario, Canada. One of the key findings from this study is that teachers in both panels tended to over-emphasize assessment of learning techniques, whereas a minority used assessment for and as learning on a consistent basis.