In this issue Abernathy and Agey describe a collaborative project between a university teacher educator and a middle school special education teacher. This partnership evolved from a set of class activities planned and implemented in a graduate method course by the teacher educator. The middle school special education teacher, a graduate student in the course, decided to implement these same activities with her middle school students. Thus, this article highlights the benefits of making connections between activities in university methods courses and authentic, field-based practice. Sands and Barker describe an experiential learning activity they developed and piloted in one of their courses. Their purpose was to implement a differentiated learning experience for their students. As was apparent from their students' feedback, experiential learning activities remain beneficial for adult learners. And, Greves provides a review of The Teaching Career (Goodlad & McMannon, 2004).
Marjorie Bock, Co-Editor
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| ABERNATHY AND AGEY | Reflecting In and Projecting Out Through Alice's Looking Glass: Self-Study for Teachers and Students | HTML FORMAT | PDF FORMAT |
| SANDS AND BARKER | Organized Chaos: Modeling Differentiated Instruction for Preservice Teachers | HTML FORMAT | PDF FORMAT |
| GREVES | Review: The Teaching Career by Goodlad and McMannon | HTML FORMAT | PDF FORMAT |
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