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Introduction to Contextual Teaching and Learning

REA REA37383

Introduction to
Contextual
Teaching and
Learning
Susan Sears
 Susan Jones Sears

Susan Jones Sears is an associate professor in the College

of Educationat Ohio State University inColumbus, Ohio. She
has directed numerous research and training grants con-
cerned with reforming the preparation of teachers and school
counselors. She recently completed a four-year project de-
signed to disseminate best practices in contextual teaching
and learning in teacher education and is currently directing
a grant to transform the way prospective school counselors
are prepared for today's schools.
Sears has co-authored two books published by Prentice-
Hall: Building Your Career:A Guide to Your Future and Selecting
a College Major. She also is the author of the Phi Delta Kappa
book, Contextual Teaching and Learning: A Primer for Effective
Instruction, on which this fastback is based.
Sears consults with teachers and counselors and is in-
volved in several community partnerships to improve urban
schools. She currently chairs the Phi Delta Kappa Educational
Foundation Board of Governors.

Series Editor, Donovan R. Walling

 Introduction to
Contextual Teaching
and Learning
by
Susan Sears

ISBN 0-87367-886-9
Copyright O 2003 by the Phi Delta Kappa Educational Foundation
Bloomington, Indiana
 Table of Contents
Introduction ................................ 7
What Is Contextual Teaching and Learning? . . . . 9
Self-Regulated Learning .................... 10
Teaching and Learning in Multiple Contexts ... 14
Problem-Based Learning .................... 15
Interdependent Learning Groups ............ 16
Authentic Assessment ...................... 17
Integrating CTL into Teacher Education ........ 20
Legislated Education Reform ................ 21
Anystate University ........................ 25
Launching the Magellan High School Project . . 30
Instructional Strategies ..................... 36
Assessment and Evaluation in the
Magellan Project ........................ 40
Distinct Features of Magellan ................ 45
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
References .................................. 50
T he purpose of this fastback is to give teachers and
teacher educators an opportunity to see how contex-
tual teaching and learning (CTL) can change classrooms
and teacher education programs. CTL in the classroom
is introduced through the fictional Ms. Walter;, a veteran
classroom teacher. I describe how she implements CTL
strategies in her classroom and examine the theories that
support those instructional practices. The fictional en-
vironment of Ms. Walters is meant to represent real
schools, real teachers, and real learners in this examina-
tion of contextual teaching and learning, which is a very
real concept and one that can transform the process of
schooling.
I also describe a fictional case study to illustrate a
teacher education program. The case study shows how
the implementation of CTL can result in teacher educa-
tion reform in a state university. While this illustration
uses a fairly large institution, its features are readily
transferable to smaller institutions.
Although fictionalized,the case study isbasedonBest
Practices in Contextual Teaching and Learning (2000).
Researchers at Ohio State University studied four
teacher education programs that had been nominated
by their peers as sites where contextual teaching and
learning strategies were proving successful. The case
study is designed to encourageteachers and teacher ed-
ucators to improve their owninstructional practices and
to work for education reform in their institutions.
Finally, I summarize the implications for schools and
teacher education programs. Understanding what
needs to be done and how to go about it are keys to suc-
cessful change.
This fastback is drawn from my book, Contextual
Teaching and Learning: A Primer for Effective Instruction
(Phi Delta Kappa Educational Foundation, 2002).
I would like to thank Sandy Pritz and Susan Hersh
from Ohio State University, Ken Howey from the
University of Wisconsin at Milwaukee; Maxine Freund
and Lynda Tredway from George Washington
University; Dean Meridith Brodsky, Mary Roberts, and
Sue Duer from Western Oregon University; and Robert
Berm from Bowling Green State University for their ef-
fort and ideas and for promoting contextual teaching
and learning as a vehicle for reforming teacher educa-
tion. I also want to acknowledge the dedication to and
support of teacher education provided by Peggi
Zeliio, George Spicely, and Susan Toy from the U.S.
Department of Education. Portions of this manuscript
have been supported by a contract with the Office of
Vocational and Adult Education and the National
School-to-Work Office, U.S. Department of Education.
 What Is Contextual
Teaching and Learning?
C ontextual teaching and learning (CTL) is a concept
that helps teachers relate subject matter to real-
world situations. CTLmotivates learners to take charge
of their own learning and to make connectionsbetween
knowledge and its applications to the various contexts
of their lives: as family members, as citizens, and as
workers. It provides a conceptual framework for uni-
fying a constellationof education theories and practices
and represents one approach to improving teacher
education.
CTL rests on the following assumiptions:
Teaching and learning are intere~ctionalprocesses;
Individual learners must decide to learn and to en-
gage in the attentional, intellectual, and emotional
processes needed to do so;
Teachu-tgisn't happening if learning is not occur-
ring; and
Learning is a developmental process that takes
place across the life spz
Contextual teaching and learning ,
,,-,, ,-,,,,,-
related teaching and learning strategies that can be
better understood under the headings of "Who,"
"Where," and "How."
Who are the learners? A primary purpose of CTL is to
help students become self-regulated learners capable of
high achievement. Beyond this primary goal, there is
the recognition that students possess unique skills,
interests, and cultural backgrounds. This diversity must
be addressed in the CTL classrooms if students are to
feel valued and to learn respect for others.
Where does learning fake place? The contextual aspect
of CTL embraces the proposition that learning should
take place in many sites, or multiple contexts, not just
in classrooms. Museums, parks, government offices,
a
and health-ca~facilities are just few of the places
where learning " can occur in the communitv.
How does learning fake place? Connected to learning in
multiple contexts is the first of three teaching
- strategies:
-
problem-based learning, which recognizes that stu-
dents learn from real-world problems. Two other teach-
ing strategies, interdependent learning groups and
authentic assessment, contribute to the development of
self-regulated learners.

Self-R,,,,,.,d Learn,..,
Ms. Walters wants to teach h~2r studel1ts to ta'ke
responsibility for their 01vn learning. She kmows thiat,
. -111 1.. . ..-..:
as adults, the students will ~e expected ro acquire
L.

knowledge and skills on their own. Ms. Walters uses

what she learned about the concept of self-regulation
.. - .
during her teacher preparanon. self-regulated learners
appear to have both academic skills and skills in self-
control that help them to learn more easily. They have
the skill and the will to know, according to McCombs
and Marzano (1990). Three factors influence skill and
will: knowledge, motivation, and self-discipline
(Woolfolk 1998). Self-regulated learners need knowl-
edge about themselves, the subject, the task at hand,
learning strategies, and the contexts in which they will
apply their learning. SeIf-regulated learners are similar
to "expert" learners who know how they learn best -
that is, their preferred leaming styles, what is hard or
easy for them to learn, and how to use their strengths
to learn. They generally understand that they must
approach different learning tasks in different ways.
They know a range of specific learning tactics, from
networking and mapping to self-questioning.And they
understand how to match the most effective learning
tactic to the task. Self-regulated learners think about the
contexts in which they will apply their knowledge now
and in the future, connecting their present leaming to
future activities.
Self-regulated learners also are motivated to learn.
School assignments are interesting to them because they
value learning. They know why they are studying and
feel in control of their actions and choices. Self-regulated
learners are disciplined. They know how to avoid or
deal with distractions.
Not all of Ms. Walters' students are self-regulated
learners, but she knows that she canencourage students
to movein that direction. She can teachher students spe-
cific leaming tactics, such as notetaking, networking,
mapping, self-questioning,using imagery, hypothesiz-
ing, identifying reasons for actions, and analyzing sim-
ilarities and differences. She can teach her students how
to compare their own performance to expert models.
Ms. Walters also improves her students' levels of
motivation and their self-discipline by using instruc-
tional techniques, such as:

Tying instruction to students' backgrounds and

experiences.
Encouraging student goal-setting.
Providing opportunities for problem solving, deci-
sion making, and cooperative learning.
Giving options in assignment!
Teaching study skills.
Grading student progress.
Allowing students to progress at their own rate.
Developingleadershipopportunitiesfor d l s t .
Teaching students to monitor and evaluate their
own progress and to correct their learning strate-
gies as needed (Woolfolk 1998).

The students in Ms. Walters' room regula eir

own learning goals and then assess their prc re-
lation to their goals. She teaches mini-lessonsto tne stu-
dents on how to collect evidence of progress and what
constitutesgood evidence.At the end of every term, she
and the students confer, and then the students lead the
parent-teacher conferences.Students discusstheir goals
and their progress. Then, with input from both the
teacher and their parents, they set goals for the next
term. They celebrate success and work on strategies for
unmet goals.
Earlier in the year, Ms. Walters found that, while most
students are doing very well and inmany cases the goals
they set exceed those she would have set for them, some
students were not invested in goal setting.For example,
Marsha did not follow through on anything unless an
adult pushed her. Marsha set a goal of following
through on her assignments, but there appeared to be
little progress toward this goal - and little interest in
improv
Ms. 1 hold a pri
Marsha ro see wnar iv~arshaneedea m oraer ro rollow
through with her goals. She told Marsha she would no
longer take responsibility for Marsha's goals but that
she would be glad to take a hand in helping Marsha.
Marsha decided that she needed help once a week to
keep herself reminded about her goals. Ms. Walters
scheduled a conference with Marsha for each week. At
each conference, teacher and student would decide
what was to be done before the next week's meeting.
When Marsha slipped, the weekly conferences
helped her to get back on track. At the end of the term,
Ms. Walters and Marsha's parents could see progress.
For the next term, therefore, Ms. Walters and Marsha
would meet once every week and a half. Lengthening
the period between conferences would help Marsha
learn to work without external motivation on a longer-
term basis. Eventually, she would become a wholly self-
regulated learner in this manner.
Teaching and Learning in Multiple Contexts
While preparing to become a teacher, Ms. Walters
learned that contextual teaching and learning is based
on the hypothesis that students tend to retain higher-
level knowledge and skills longer when their learning
experiences are framed by contexts that are as close to
real life as possible. When Ms. Walters gives her stu-
dents opportunities to learn in multiple contexts, the
students provide evidence to support the instructional
theories that suggest that learning is situated in partic-
ular physical and social contexts. Theories of situated
cognition assume that knowledge is inseparable from
the contexts and activities within which it develops
(Borko and Putnam 1998).Ms. Walters believes that how
and where the person learns a particular set of knowl-
edge and skills are fundamental to what the student
learns. She believes that students make sense of new in-
formation, given their internal mindsets, by relating it
to their past social, cultural, and physical exveriences.
Based on situated-cognition theorir!s, Ms. Winlters ac-
cepts the principle that learning occl11s natur ally in a
. . . .,
variety of contexts. both inside and outsiae tne school.
She unde~ hat before, during, and after the
school daj as before and after the school year,
students are continually learning. The contexts may be
home, conununity, or workplace, or less tang]ible con-
tc:xts such as cyberspace and the imagination.
- . . ..
students in Ms. Walters' classroom were involved m
a variety of learning experiences outside of the class-
room. For example, some students went to a senior
center and were involved in an oral history project,
learning about the kinds of jobs that were available 50
years ago and comparing them to the jobs they would
likely get a few years down the road. They were dis-
covering how technology changed people's lives. In
exchange for the information from the senior citizens,
the students helped senior center patrons design web
pages and learn how to use e-mail.
This project did far more than simply make social
studies and career studies come to life. As students
answered the senior citizens' questions about the work-
ings of technology, they reinforced their own computer
literacy. They also improved their own computer skills
as they helped seniors scan in family photos and create
links to their children's and grandchildren's 2s.
The students' writing improved as they w .th
seniors on the texts that went with the web pages. Being
part of teaching the seniors and learning from them
reinforced the lifelong learning aspect of being a self-
regulated learner. Along with the academic learning as-
sociated with the project, Ms. Walters was pleased to
note the friendships that had developed across genera-
tional lines through this project. She thought students
developed a positive view of aging through working on
this project.

Problem-Based Learning
Ms. Walters uses problem-basea leanung to engage
her students. She feels specific "touchstone" teaching
and learning events need to be present in problem-
based learning. Touchstone events include:
 Engagement. Learners prepare to be self-directed, col-
laborativeproblem-solvers and encounter a situation
that invites them to define one or more problems and
to propose hunches, actions, and so forth.
Inquiry and Investigation. Learners explore a variety
of ways of explaining events and their implica-
tions; they gather and share information.
Performance. Learners present their findings.
Debriefing. Learners examine costs and benefits of the
solutionsgenerated and reflect on the effectiveness
of their problem-solving approa'
Ms. Walters employs instructions
raise questions, issues, and challenges, or present a m -
culties that are in need of a solution.Activities are orga-
nized around solving problems in context in order to
increase students' leaming of subject matter. Generating
solutions to problems is complex, requiring students to:
Use critical thinking skillsand asystematicapproach
to inquiry.
Draw on multiple content areas.
Address a series of questions of different 1
Acquire new skills and knowledge.
Apply, analyze, synthesize, transfer, and evaluate
old skills and knowledge in new ways.

Interdependent Learni~
Ms. Walters divides students into work groups on a
regular basis. She feels that learning is a social process
that can be enhanced when learners have opportunities
to interact about instructionalactivities.The topicof col-
laboration in learning can be traced to the early 1900s,
when John Dewey criticized the use of competition in
education and proposed that educators structure
schools as democratic learning communities.
Ms. Walters' students interact face-to-face, rather
than across the classroom. Group members seem to
need each other for support, explanations, and guid-
ance. But even though group members work together,
she holds them individually accountable for leaming.
She teaches the students collaborative skills - giving
and receiving feedback, reaching consensus, and
involving others - and the students practice collabo-
ration before starting a new learning task. She also
teaches students how to monitor group processes and
relationships to make sure their group is working
effectively.
Ms. Walters believes in learning environments that
encourage social interactions and respect diverse ideas
because such environments encourage flexible thinking
and social competence (Lambert and McCombs 1998).
In interactive and collaborative learning contexts, stu-
dents have opportunities to adopt various perspectives
and think reflectively in ways that foster social and
moral development and self-esteem. Learning groups
can help students feel safe about sharing their ideas and
actively participating in the learning process.

Authe ntic As!sessment

Authentic ass6?ssmentcanbest be disting ~rn
--I --Ao
s education assessment Ly yua~~rles
traditiol~mi ~ w u r of
that foster formative development of teaching and
learning processes. These qualities include:

Using assessment tasks that are "real instances" of

extended criterion performances of actual learning
goals.
Involving students in in-depth situations in which
they develop and habitually solve problems and
employ higher-order thinking.
Featuring collaboration between students and
teachers to determine meaning and produce
knowledge (Newmam and Wehlage 1995).
Including multiple opportunities for students to
learn and practice the desired outcomes, along with
multiple opportunities for feedback and reflection.
Directing students toward producing discourse,
produds and performances that they valuebeyond
school success (Newmam and Wehlage 1995).
Usingrubrics and other criteria checklists at the core
of authentic assessment as standards to improve
learning and teaching.
Drawing on multiple sources of information over
time and in multiple contexts, employing reflective
use of journals, reflective essay writing, portfolios,
applied performance exhibits, work samples, peer
mirroring, action research, case studies, checklists,
and the like.
Sampling the actual integration of knowledge,
skills, and dispositions desired of teachers as they
are used in multiple kinds of pedagogical practice
contexts.
 Ms. Walters is fortunate to work in a school that is
committed to CTL, because the "report card" that goes
home for every student is really a qualitative assess-
ment. Eachstudent fillsoutparts of hisor her ownreport
card, listing goals and accumulated evidenceof achieve-
ment. She also adds her comments about this evidence.
The report card is cumulative in that each term Ms.
Walters and the students add new goals and comments.
This helps parents to see their children's progress
throughout the year.
Along with the qualitative report card and the self-
assessment that is part of the self-regulating learner
procedures, there is the everyday assessment that takes
place in Ms. Walters' classroom. At least twice a week
Ms. Walters records an anecdotal note on each student.
When Ms. Walters considers her class assessments,
she sees that learning is occurring. She knows that by
using CTL strategies, she creates self-regulated, life-
long learners.
 ,,.regranng CTL in
Teacher Educatioi
A quality teacher is the kley to stuclent learrling. The
Pdational Commisision on Teachin:g and America's
Future (1996) believes that the single most important
strategy for achieving America's education goals is re-
cruiting, preparing, and supporting excellent teachers
in all of America's schools.This influential report contends
that a caring, competent, and qualified teacher forevery
child is the most important ingredient in education re-
form. Teacher education is under pressure to improve
the preparation of the nation's teachers.
Following is a case study designed to show how
teacher education programs can improve the way they
prepare prospective teachers. Like the description of
Ms. Walters, this case is intended to illustrate CTL char-
acteristics. It centers on a fictional teacher education
program situated in a large Midwestemuniversity. The
institution is called Anystate University because it
could be, literally, any state university that chooses to
implement contextual teaching and learning principles
and practices.
Legislated Education Reform
To understand the preservice teacher preparation
program at Anystate University, it is first necessary to
understand the state's recently enacted Education
Reform Act (ERA). Education reform by means of the
ERA is a pioneering effort to create an equitable system
of public education and to improve the performance of
the state's entire system of education. Knowing the key
components of the ERA is a way to understand the ef-
fect this reform act has had on teacher education in the
state. All of the state's institutions of higher education
are expected to provide support for the ERA through
teaching, research, and service, as well as in the align-
ment of their curricula, instruction, and assessment
practices. The ERA is at the center of many of the deci-
sions being made by school and university faculties and
administrations. Even preservice teacher education stu-
dents are well aware of the ERAand its implications for
them.
The ERA assumes that all students can learn at high
levels. The act includes these basic elements:
Educational goals describing what graduates are to
know and be able to do.
An assessment process to measure how well stu-
dents are reaching the goals.
An accountability system to give financial rewards
to schools that improve student achievement and
to intervene in schools that do not.
School councils made up of parents and educators
who make decisions about curricula, instruction,
 and school management and create an environ-
ment for student achievement and school success.
Professional development funding increases aimed
at new ways to achieve success with students.
Early childhood education programs to prepare at-
risk children for school.
Fundmg for a longer school day, week, and year to
assist students who need more time to achieve aca-
demic success.
A commitment to educational and administrative
technology.
Family Resource and Youth Services Centers to as-
sist students and families in need by providing
resources and referrals to service agencies in the
community.
Governance structure reforms to reduce political
influences in the operation of school districts and
to improve leadership at state and local levels.
A funding system aimed at correcting the dispari-
ty between wealthier and poorer school districts.
Expectations of students. As noted, the law prescribed
what high school graduates should know and be able
to do to be successful in today's world. Each graduate
should:
Use basic communication and mathematics skills
in finding, organizing, expressing, and responding
to information and ideas.
Apply core concepts and principles from science,
arts and humanities, mathematics, practical living
studies, social studies, and vocational studies.
 Become a self-sufficient individual who demon-
strates independent learning, self-control, a healthy
lifestyle, flexibility, and an appreciation for diversity.
Become a responsible group member who demon-
strates consistent, responsive, and caringbehavior;
interpersonal skills; respect for the rights and re-
sponsibilities of others' worldviews; and an open
mind to other perspectives.
Thii and solve problems, including the ability to
think critically and creatively, develop ideas and
concepts, and make rational decisions.
Connect and integrate experiencesand new knowl-
edge throughout the curriculum, question and in-
terpret ideas from diverse perspectives, and apply
concepts to real-life situations in the community
and at work.
Expectations of Teachers and Teacher Educators. All
teachers are expected to design and implement instmc-
tion and to assess learning in ways that develop stu-
dents' abilities to accomplish the expectations listed
above. Teacher educators at Anystate University also
must meet the requirements of the Education Reform
Act. The act clearly links the preparation of teachers
with K-12 education success and continuing profes-
sional development.
Standards for Teacher Education. The ERA identified
specific standards that must be met by teacher educa-
tion institutions. In fact, prospective teachers must de-
velop portfolios that present evidence that they can
meet the Beginning Teacher Standards before receiving
their teaching licenses. All teacher education standards
are aimed at developing students' abilities to commu-
nicate effectively, apply core instructional concepts, be
self-sufficientas individuals, be responsible team mem-
bers, solve problems, and integrate knowledge. The
new teacher standards require teachers to:
Design instruction for students from diverse cul-
tures.
Create and maintain a supportive learning climate.
Use problem-based learning strategies and foster
higher-order thinking skills.
Assess student progress using multiple sources of
evidence and communicate learning results.
Reflect on and evaluate their own teaching and
learning.
Collaboratewith colleagues, parents, and others and
help students work together in teams.
Engage in professional development and indepen-
dent learning.
Demonstrate content knowledge.
Demonstrate skills to help students apply subject
matter to real-life situations in the community and
in the workplace.
Teacher education institutions must revise their
course syllabi, assignments, and field experiences to
show how they are helping beginning teachers meet
these standards. The Education Reform Act was de-
signed to change all levels of education. Thus Anystate
University found itself restructuring its teacher educa-
tion program to meet the challenge of the ERA.
Anystate University
Anystate University (AU) is the largest public insti-
-
tution in the state and has the state's second-largest
teacher preparation program. The university sees itself
as a dynamic, research-centered community, stimulated
by cultural and intellectual diversity and built upon a
foundation of integrity, creativity, and openness to the
explorationof new ideas. Anystateuniversity describes
itself as committed to excellence in the creation, dis-
semination, and application of knowledge and draws
on the rich array of resources from the surrounding
community to enhance its educational endeavors.
Metropolis, the million-plus urban center in which the
university is located, is the state capital. Anystate
students have many opportunities for internships at
various levels of government and in business, educa-
tion, entertainment, and the arts in Metropolis.
Teacher Education at Anystate University. The AU
college of educationis dedicated topreparingprofession-
alswho both know important principles of teaching and
research and are able to respond creatively to the chang-
ing needs of an increasingly complex society. The
college offers initial licensure preparation for teachers
at the graduate level only. Therefore students graduate
with a master of arts in education.
The college prides itself on the individual attention
faculty members give to students. It has approximate-
ly 120 full-time faculty members who have extensive
practical and research experience in both national and
international education settings. Accredited by the
National Council for the Accreditation of Teacher
Education (NCATE),thecollegeoffersadvanced degrees
in elementary and secondary administration and super-
vision, higher education administration, counseling, edu-
cational technology leadership, elementary education,
business education, secondary education, and special
education.AU is proud of its minority student popula-
tion, roughly 25%, including African Americans and
Hispanics who are preparing to become teachers.
Currently the college is organized into eight depart-
ments and one center. The eight departments include
administration and higher education; early and middle
childhood education; counselor education; foundations
of education;healthpromotion,physicaleducation,and
sport studies; occupational training and development;
secondary education; and special education.
Dean Betty Smith started the Center for Innovative
Teacher Education, funded by the state general assem-
bly at approximately $350,000 per year, as a "center of
excellence" about eight years ago. Its basic goals are to
1) work with schools, 2) support innovative teacher
education programs, 3) conduct research on the collab-
orative relationships between universities and public
schools, and 4) recruit nontraditional individuals to the
teaching profession. To accomplish these goals, the cen-
ter sponsorsand coordinates collaborativeventures and
projects to improve teaching. For example, it supports
the Magellan Partnership, an innovative, school-based
teacher education program leading to licensure in both
secondary education and special education.
 Restructuring the College of Education. Dean Smith, a
strong advocate for the improvement of teacher educa-
tion, was determined to take advantage of the oppor-
tunity presented by the Education Reform Act. Just a
year before restructuring began, the dean and two of
her teacher education faculty had attended a design
conference on contextual teaching and learning. At that
conference CTL was being touted as a concept of teach-
ing and learning with several important characteristics
that, when integrated and implemented as a whole, can
become a driving force in the reform of teacher educa-
tion. Because the dean had always been a proponent of
problem-based learning, self-regulated learning, and
authentic assessment, she was drawn to this new
concept. Other characteristics of CTL include: teaching
and learning in multiple contexts or settings, fostering
learning in groups, and building on students' diverse
life contexts. Dean Smith recognized the compatibility
betweenthe academicexpectations of ERAand the char-
acteristics of CTL. She decided to present the ideas em-
bedded in CTL to her teacher education faculty to get
their reaction.
DeanSmithconvened40 representative facultymem-
bers from teacher education and fromthe English, math,
biology, and lustory departments and selected students
for a series of weekly forums. She invited the arts and
sciences representatives because of their important role
in preparing future teachers in the content areas. She
also hoped to increase their involvement in teacher
education by involving them early in the restructuring
decisions.The purpose of the forums was to build con-
sensus around a new mission statement and a set of
goals and objectives. The dean distributed copies of
papers on CTL, and the faculty spent several weeks
discussing them. By the time the semester ended, the
faculty had decided to use CTL as a foundation for re-
structuring the teacher education program. The faculty
reviewed their existing mission statement and revised
it to read:
The College of Education is committed to providing
the highest quality educational opportunities to its
students. We develop innovative research and teacher
education programs, contribute in diverse ways to local
communities and the nation, and actively participate in
the national and international community of scholar-
ship. Our unique locationin the state's capital, a vibrant
multicultural center, offers a broad range of resources
and opportunities to our diverse students and faculty
After completing mission and belief statements, the
faculty generated a set of statements about what teach-
ers should know and be able to do upon graduation
from the AU teacher education program. Following are
the statements on which they agreed:
The College of Education strives to prepare teachers
who demonstrate these skills:
Use advanced communication and mathematics
skills in finding, organizing, expressing, and re-
sponding to information and ideas.
Apply core concepts and principles from science, arts
and humanities,mathematics, and the social sciences.
 Demonstrate independent learning, self-control,
healthy lifestyles, flexibility, and an appreciation for
diversity.
Design instruction for students from diverse cul-
tures.
Create and maintain learning climates to foster stu-
dent achievement.
Use problem-based learning strategies and foster
higher-order thinking skills.
Assess student progress using multiple sources of
evidence.
Reflecton and evaluate their own teaching and leam-
ing.
Collaborate with colleagues, parents, and others and
help students work together in teams.
Engage in professional development and indepen-
dent learning.
Demonstrate content knowledge.
Demonstrate skill in using the community as a labo-
ratory forlearning and to help studentsapply subject
matter to real-life situations.
The teacher educationfaculty, along with the arts and
sciences faculty, were eager to redesign an innovative
teacher education program to implement the new mis-
sion and student standards. Their interest stemmed
from their desire to improve their program and was
stimulated by the dean's willingness to provide incen-
tives for change. For example, faculty had the option of
a reduced load for one year. Two of their four college
classes would be covered for two semesters, giving
them the time to restructure their program.
Launching the Magellan High School
Project
It is a good idea to reiterate the sequence of events.
The state general assembly passed the Education
Reform Act in 1993. The restructuring of the College of
Education began in 1995. Significant changes have oc-
curred during the last five years, including planning for
the Magellan High School Project, a partnership be-
tween the College of Education and Magellan High
School, a Metropolis city school. One AU faculty mem-
ber, Dr. Fred Roosevelt, coordinates the program. His
full-time assignment revolves around the cohort of AU
students he works with at Magellan. Twenty-five in-
terns from English, social studies, math, science, music,
andbusiness educationare placed at Magellan for a year
of internship. Faculty and graduate teaching assistants
from these subject areas are involved at Magellan in
teachmg site-based courses and supervising interns.
The remainder of this chapter will describe how this
model program has evolved.
The secondary education faculty members who had
been conscientious attendees at all of the restructuring
meetings offered to experiment with the new standards
first. T h s group included representativesfromlicensure
programs in math, science, social studies, and English
education. They decided to explore a partnership with
Magellan High School. Their goal was to develop a
learning environment that maximizes the potential for
achievement and fosters teaming among students, par-
ents, and staff at the high school and AU. They believed
a positive learning environment was necessary to de-
velop a standards-based teacher education program.
Magellan High School already was an internship site
for prospective social studies teachers, but a real part-
nership had not been established. Heretofore, social
studies interns completed their field experiences at
Magellan, but university-based faculty actually had
little involvement with the school or its staff.
The dean and the interested secondary education
faculty met with the Metropolis school superintendent,
the Magellan principal, and teacher union representa-
tives. The college representatives explained the new
mission and goals of the College of Education and in-
dicated that they would like to work, in partnership
with the educators at Magellan, both to prepare
prospective teachers to teach in urban schools and to
help Magellan improve student achievement.
The principal, the superintendent, and the union
representatives all were enthusiastic about establishing
a partnership. However, they made it clear that the part-
nership needed to serve the needs of Magellan students,
as well as AU's intern teachers. To test the waters, the
group agreed to form an executive board for what they
now termed the Magellan Partnership and to begin plan-
ning how they could worktogether effectively.Themem-
bers of the executive board used funds from a grant to
visit other schools that were engaging in innovation, to
meet onsaturdays, and to hire substitute teachers to cov-
er classes so that they could plan during the school day.
The planning phase lasted almost six months before
implementation of the program began. This gave both
university-based and school-based faculty time to get
to know each other, and it alloweduniversity-based fac-
ulty time to visit the schools often and to revise their
syllabi and develop learning activities to use in their
classes. Early in the planning year, Nancy Dunn, a spe-
cial education coordinatorat Magellan High School and
a member of the union's leadership council, agreed to
become associate director of the Magellan Partnership
on condition that someone from the university would
serve as director.Dr. FredRoosevelt, aprofessor insocial
studies education and an active participant in all of the
college restructuring meetings, agreed to serve as the
director.

Partnership Contexts. Magellan High School reflects

an increasingly diverse student population: 72%
African American, 21% Hispanic, 4% Asian, and 3%
"other." The school has had six principals during the
last decade, and student achievement test scores have
declined consistently over that period. Magellan's new
principal, John Cortez, described Magellan as a high
school that was trying to engage students in actively
preparing for life and work on graduation. Magellan's
primary goals were: improved student attendance;
stronger connections among teachers, students, and
families; and improved student achievement.
The executive board of the Magellan Partnership has
worked well together. It has 10 members: four universi-
ty-based faculty, four school-based faculty, the principal,
and a school counselor. The board meets once a month
to provide ongoing direction for the partnership. The
partnership has existed long enough to establish a suc-
cessful track record as an exemplary teacher education
program. An explanation of the selection processes they
use to recruit interns, the curriculum and instructional
strategies they use, and the key roles of the interns and
university and school-based faculty will demonstrate
why.

Choosing the Interns. Anystate University has high

standards for admission to its programs. Like many in-
stitutions, AU requires a satisfactory Graduate Record
Examination (GRE)score and a2.7or higher grade point
average. At AU, however, the selection criteria also ad-
dress factors related to the context in which the intems
will teach. When individuals choose to apply to the
Magellan Partnership, they have to submit three letters
of recommendation that speak to their academic po-
tential and personal qualities that would qualify them
for teaching. In addition, they submit a 500-word per-
sonal statement about their background, reasons for
their choice of teaching as a career, official transcripts,
and evidence of satisfactory coursework in the subject
areas for which they desire licensure. Applicants also
must have attained a 55th percentile minimum on the
Miller's Analogy Test or the Graduate Record Exam and
must undergo an intensive interview. It is the interview
process that truly reflects the desire of the Anystate
University faculty to select students who can become
effective teachers.
University faculty use the "Urban Teacher Selection
Interview" developed by Martin Haberman as an inter-
viewing tool to select students into the Magellan
Partnership. Haberman (1995)articulatesseveral ideas,
based on the premise that selection is critical to improv-
ing schooling, particularly in low-income, urban
schools. He proposes that:
Programs that prepare teachers for children of
poverty should train only individuals who are
adults.
These adults should have demonstrated their abil-
ity to establish rapport with low-income children
of diverse ethnic backgrounds.
They should be admitted as candidates based on
valid interviews that reliably predict their success
with children in poverty.
Practicing urban teachers who are recognized as ef-
fective should be involved in selecting candidates.
The interview tool is a series of questions designed
to select individuals who can function at a satisfactory
level while learning to teach on the job. In many ways,
the university interns at Magellan are learning on the
job with expert tutelage, similar to an apprenticeship.

Intern Characteristics and Responsibilities. The interns,

with an average age of 30, are quite mature. After earn-
ing their bachelor's degrees, they all worked in other
occupations.One of the graduates, who is now teaching
in a community close to Metropolis, summarized the
advantages of delaying her teacher preparation: "I am
glad I took four years to work after college. I really ap-
preciate, enjoy, and savor learning now that I am older."
 University faculty believe in recruiting intems who
are representative of the ethnic mix of urban students.
Thus they have emphasized recruiting persons of color.
The current cohort group is 30% African American and
10%Hispanic.
The interns can opt either to obtain dual licensure in
a content area and special education or to certify only
in special education. It was the context of Magellan that
pushed AU to look at dual licensure. Schools, including
Magellan, were only willing to "tiptoe into inclusion."
Special education and regular education teachers were
not talking very much to each other. Therefore the
university faculty decided they needed to start the con-
versations between teachers in their training.
Interns begin their coursework during the summer
semester and complete a 42-semester-hour master's de-
gree at the end of the following summer. A typical se-
mester load for the teacher interns includes suending "
four regular teaching days at Magellan and taking three
nraduate classes after school hours, from 400 to 6:30 on
Tuesdays, Wednesdays, and Thursdays. These classes
usually are taught at the school. Those who strive for
dual certification complete internships and seminars in
bothspecial educationand their chosensecondaryfield.
The internship seminars are held in the school during
the lunch period and immediately after school.
During their day at Magellan, intems teach one class
period of literacy (using technology as a tool), plan one
period, and observe or help teach in a content class or
special education resource room. From the very begin-
ning of their internship, they assist individual students
or small groups in classrooms. Because it is important
for theinterns tounderstand teachers' motivations (why
they do what they do and what they think about as they
teach and manage students), cooperating teachers are
expected to debrief the intems regarding classroom de-
cisions. Every day, during the fourth period, the interns
come together to reflect on what they are doing and
learning, to participate in seminars focused on relevant
topics, and to seek advice from their university super-
visors. The remainder of a typical day is spent invarious
activities, such as observing Magellan teachers to learn
what works and what doesn't, tutoring using specific
learning strategies, assisting in a homeroom, facilitat-
ing student advisory groups, observing peers and
giving feedback, and planning lessons.

Instructional Strategies
Several innovative curricular and instructional
strategiescanbe obsenred at Magellan. For example, on
Tuesdays from 3:30 to 6:00, interns learn strategies for
t e a c h g reading and try out their newly acquired skills
the next day by working with a small group of students
in the alternative school that operates from 2:00 to 700.
In another after-school course, the intems debrief their
own videotapes of lessons, using cooperative learning
as an instructional strategy. Working in pairs, they cri-
tique their ownteaching, reflectingonwhat worked and
what didn't.
Anchoring Learning to Students' Lives. The interns try
to motivate their students by showing connections be-
tween what the students are asked to learn and the stu-
dents' daily lives. A recent seminar discussion revolved
around two questions: How can we reach some of the
students who seem distant and uninterested? How can
we make comectionsbetween the subject matter we are
teaching and the lives of the students? Interns were
grapplingwith these questions and making suggestions
to each other. One intern reported he had asked the stu-
dents to read The Diary of Latoya Hunter: My First Year
in Junior High, hoping that the students would identify
with the main character and her problems. His com-
ments generated a conversation among the interns
about the benefits of selecting literature representative
of contexts familiar to their students. This was not a pro-
fessor-led discussion, but one in which interns, acting
like experienced teachers, were trying to find solutions
to the lack of student motivation.

Teaming and Cooperative Learning. Learning is a social

process, and the influence of others can be a significant
force in learning. All of the interns at Magellan, regard-
less of their major, meet together in a weekly seminar
for 90 minutes. The purpose of the seminar is to help
the interns recognize that working together enables
them to create new products or to solve problems that
they probably cannot solve alone.
The project in which the interns collaborate is called
"Enabling School-BasedChange." It incorporatesaspects
of problem-based and cooperative learning. To begin,
the interns divide into groups of four or five and choose
what they want to tackle from a list of problem-based
projects such as the ones below:
 Revising the Magellan Student Handbook.
Revising the Magellan Teacher Handbook.
compiling effective strategies to enhance student
literacy skills.
Developing a cuniculum to enhance student self-
esteem.
Updating the Magellan high school web page.
Redesigrung Magellan's anger management curricu-
lum.
Tohelp studentsplantheirprojectscarefully,theprin-
cipal and one or more university faculty meet with the
groups at the beginning of the project. Each group is
responsible for these tasks: articulating, in writing, in-
dividual and group responsibilities for the project;
working cooperatively inside the group and with the
Magellan community members to successfully com-
plete the project on time; developing an appropriate
"product" on behalf of the Magellan group they are as-
sisting; teaching a microteaching lesson related to the
project to their peers in their seminar; and presenting
the final products to the class and appropriate school
audiences.

Learning in Multiple Contexts. Understanding that

learning occurs in multiple contexts, Dr. Roosevelt em-
phasizes the importance of using the community as a
learning environment in i s work with the Magellan
teachers and students and the AU interns. In the first
year of the Magellan Project, Roosevelt engaged teach-
ers at Magellan in "community mapping," an idea that
originated at the National Building Museum outreach
program (http:/ / www.nbm.org/Education/Outreach.
html). In the community mapping activity, students
map their community to understand and appreciate
what is around them. The Magellan students, follow-
ing a mapping exercise developed by Roosevelt, went
to Martin Luther King Park and conducted a scavenger
hunt, trying to locate answers to questions that
Roosevelt generated for the assignment. The students
divided into groups and assumed various jobs: scout,
mapmaker, photographer, collector, artist (doing cray-
on rubbings of the sides of buildings or other surfaces),
and cataloguer of businesses and houses. They followed
a designated route and stopped at cultural institutions,
businesses, and government agencies to collect infor-
mation and observe the work that employees in these
settings perfom. Then the students returned to the
school with photographs, collected items, and data
about the community.They used computersto construct
a large map of the community and a narrative descrip-
tion. The remainder of the year, social studies teachers
related their lessons to events, places, or institutions
within the local community whenever possible. Science
teachers returned to the park to study plants and trees,
and English teachers took students to the local library
to broaden students' knowledge of the resources avail-
able to them.
As part of their coursework, university interns also
went on a "community w a l k around the Magellan
neighborhood. Curious interns participated in commu-
nity mapping in which they divided the neighborhood
into quadrants, prepared a map, and collected artifacts
from the neighborhood. The atifacts they collected re-
flected their content area. For example, interns prepar-
ing to become science teachers collected rock samples
and plant and tree samples. Then they developed a
lesson plan around their artifacts as an assignment in
their methods course.They presented the lesson to their
Magellanstudents in the subject matter classes in which
they intern.
Magellan High School students also are required to
complete 100hours of community service prior to grad-
uation. While many students have volunteered in local
organizations and agencies, the new school-to-work
plan calls for the curriculum to incorporate service
learning. During the next academic year, a service or-
ganization and a new service-learning coordinator will
train Magellan teachers and interns to incorporate
service learning into the following year's course of
study. Dr. Roosevelt indicates that the plans include
interns spending time in one community agency or or-
ganization to study what the agency or organization
contributes to the neighborhood.

Assessment and Evaluation

in the Magellan Project
Teachers and AU faculty members in the Magellan
Partnershipknow the interns very well because of the in-
tense interactions thev have with them on a dailv basis.
Ongoingand multiple assessmentsof anintem'sprogress
includeevaluationofproducts andprojects, written work,
journals, logs, and portfolios. Performance assessments
with a set of dear criteria also are conducted.
The assessment of the intern' p r o p s s as teachers is a
yearlong process and occurs in multiple ways, including
informally by project staff, formally by university supervi-
sors, informally and formally by cooperating teachers and
by peer observation.Althoughtheintem begintheirteach-
ing with some trepidation in September, they quickly gain
surprising levels of sophistication. By December, they are
teaching a two-to-three week unit in content classes.
Supervising faculty use the Pathwise Observation
System (PRAXIS 111) and the Educational Reform Act's
Beginning Teacher Standards as an organizing frame-
work to guide the assessment and to provide feedback
to the interns. Pathwise and the Beginning Teacher
Standards complement each other. Pathwise is an ob-
servation system built on essential teaching skills. It is
a performance assessment tool used for student teach-
ers and first-year teachers that identifies those aspects
of a teacher's responsibilities that have been shown,
through empirical studies and theoretical research, to
improve student learning. The system divides the com-
plex activity of teaching into 22 components clustered
into four domains of teaching responsibility:
Domain 1:Organizing content knowledge for student
learning.
Domain 2: Creating an environmentfor student leam-
ing.
Domain 3: Teaching for student learning.
Domain 4: Teacher professionalism.
 Interns learn about Pathwise and how to use the
framework in their methods course, w l c h they take in
the summer prior to teaching at Magellan. An assign-
ment in that course reads: "Using the four Pathwise
domains, assess how well a teacher has planned and im-
plemented instruction." This Pathwise framework and
the Beginning Teacher Standards are used for informal
feedback throughout the year.

Formal Assessments. University faculty conduct formal

assessments in the content or special education classes
in w l c h the interns are paired with a cooperating
teacher. A university faculty member observes an in-
tern's teaching and then writes reactions under each of
the four domains. Then they describe areas of excellence
and suggestions for improvement.
The detail and care with which these observation as-
sessments are written is quite different from the check-
lists or abbreviated assessments of student teachers that
are found in many teacher education programs. The
specificity of the comments helps the interns see exact-
ly what they need to improve. These formal observa-
tions occur during both regular semesters and include
several steps: planning, conferencing with the intern
and the cooperating teacher, observing, and providing
feedback. Then the supervisor, with input from the
cooperating teacher, prepares two forms during the
semester: a progress report and a final report. These
evaluative reports are used to help interns focus on areas
they need to improve and to assign grades in the in-
ternship seminar.
 Peer Observation and Pathwise. The benefits of interns
learning the Pathwise System is that they also can use
it in their observation of and feedback of their peers.
One intern who had conducted three peer observations
using Pathwise observed that it helped her give sug-
gestions to her peers but also made her look at her own
t e a c h g more closely. The Pathwise system also has
facilitated "three-way discussions" among the interns,
supervising faculty, and the Magellan cooperating
teachers.

Portfolios. Portfolios are one of the most important

ways in which interns are assessed. The college of edu-
cation has developed its own website to instruct
prospective teachers in the specifics of portfolio devel-
opment. A portfolio serves multiple purposes. It is the
basis for the intern's grade in the capstone seminar dur-
ing the final summer semester, serves as a college exit
requirement, and later is used as evidence the student
has met the Beginning Teacher Standards when the stu-
dentbegins tointerview for a teaching job. The very first
course that interns take in graduate school includes sev-
eral suggestions for items to include in the portfolio:
journal entries, group projects, assessments of lessons
taught, self-assessments, curriculum units, peer re-
views, essavs,
, . and other work samvles.
Using the Beginning Teacher Standards as the guide,
the faculh, developed an outline for all students to follow
in developing their portfolios. First, the portfolios must
include a letter for prospective readers, describing
& A - the
preservice teacher'sphilosophy of education andbeliefs
about teaching and learning. The letter also includes an
assessment of their strengths and weaknesses; a state-
ment of goals for continued growth; a self-assessment
of the preservice teacher's ability to work with other
teachers, students, parents, and community members;
and a summary of the preservice teacher's understand-
ing of the implications of ERA for that teacher's cur-
riculum specialty. The last section of the letter justifies
how the evidence presented in the portfolio meets the
Beginning Teacher Standards and state's teacher educa-
tion standards. In the second section of the portfolio,
students are expected to relate the contents to each one
of the Beginning Teacher Standards. Thus portfolios
contain examples of actual lesson plans, samples of K-
12 students' work based on the lesson plan, and a re-
flective statement on how the AU student would change
the plan next time. Prospective teachers demonstrate
their personal growth through the inclusion of course
assignments, projects, lesson plans, examples of h g h
school student work, and videotapes of teaching and var-
ious interactions with teachers, parents, and communi-
ty members. Also in the portfolio are journal reflections,
summaries of internships at work sites, photographs or
samples of student projects, and feedback from teachers.
In addition, the portfolios contain evidence of students'
knowledge of theories of teaching, learning, and child
development and evidence of the understandings re-
quired to meet the needs of diverse students. Interns
revise and update their portfolios throughout their year
at Magellan. They complete and present their portfolios
to their peers during a capstone seminar in the summer
semester after the completion of their internship.

Distinct Features of Magellan

The breadth and depth that has developed in the
Magellan Partnership during the last five years makes
it unique. Its distinct features include:
High-quality professional development for both
preservice and inservice teachers.
Ateachers' schoollocatedonsite for continued pro-
fessional development.
Teacher interns serving four full days a weekas team
members for a full year of clinical experience.
Teacher interns having the opportunity for dual
certification in secondary education and special
education.
University-based faculty collaborating with the
school-based mentor teachers to improve student
achievement.
Simultaneous renewal of school and university
professionals through regular interactionsas mem-
bers of a learning community team.
Equity, diversity, and cultural competencies
achieved by selecting graduate-level students who
reflect the cultural and ethnic diversity of Metrop-
olis and by preparing them for the diverse student
bodies of urban areas with particular attention to
inclusive practice.
Enhanced knowledge base in teacher education
and school reform through scholarly inquiry and
 programs of research focusing on the interventions
at Magellan.
Anystate University's teacher education program
and its partnership with Magellan High School is still
evolving. While faculty inboth sites report being busier
than they have ever been, they know they are improv-
ing student achievement at Magellan and also prepar-
ing teachers who will be well equipped to tackle the
challenges of urban schools. They also know they have
more work to do. Following the graduates of Magellan
and AU to see how they perform as teachers will be the
priority over the next five years.
 Conclusion
T alking about teacher education as society's missed
opportunity, Michael Fullan (1993)suggests that the
real problem is that there is not a sense of practical ur-
gency or clarity of action to do something about teacher
education. More recently, Fullan, Galluzzo, Morris, and
Watson(1998)describedthereformof teacher education
as "stalled and characterized the decade of 1985-95 as
a series of false starts.
The National Commission on Teaching and Amer-
ica's Future (1996)reports that to provide every student
with a competent, caring, and qualified teacher, we
must be prepared to reinvent teacher preparation. The
report goes on to suggest organizing teacher education
around standards for students and teachers and devel-
oping extended, graduate-level teacher preparation
- -

that provide yearlong internships in a pro-

fessional development school.
Fullan and his colleagues (1998) maintain that we
already know the primary components of reform:
Building stronger knowledge base for teaching and
teacher education.
 Attracting able, diverse, and committed students
to the career of teaching.
Redesigning teacher preparation programs so that
the linkages to arts and sciences and to practice are
strengthened.
Reforming the working conditions in schools.
Developing and monitoring external standards for
programs, as well as for teacher candidates and
teachers on the job.
Doing rigorous and dynamic research focused on
teaching, teacher education, and assessment and
monitoring of performance.
The teacher education program at Anystate University
reflects most of the components that Fullan and others
advocate. For e x a m p l e , ~ ubased its program on the
contextual teaching and learning concepts that incor-
porate social cognition theories and use authentic
assessment strategies. The AU faculty restructured as
they responded to new teacher standards that, in this
instance, were mandated and monitored by the state
legislature. The education faculty also enlisted their
colleagues in arts and sciences to collaborate with them
and strengthened ties with the local schools. These con-
nections gave intern teachers and professors a labora-
tory for learning and research. Local teachers gained
much needed assistance in improving student achieve-
ment and more opportunities for professional develop-
ment. By restructuring the teacher education program,
AU also was able to attract capable, dedicated, and
diverse students. An extensive research agenda was
developed to monitor the progress of teacher education
students and to prepare practicing teachers to engage
in action research.
CTL is a philosophy that includes interrelated in-
structional strategies that help teachers relate subject
matter content to real-world situations.These strategies
motivate students to take control of their own learning.
?his is equally true for K-12 schools and for teacher
education programs in colleges and universities.
Teacher preparation programs need to become more
exating, creative, and demanding. They need to prepare
teachers who are caring, competent, and qualified. To
accomplish these goals, teacher educators need to have
a vision of the kind of programs they can create. They
also need to know how to direct and manage change to
turn their vision into reality. Contextual teaching and
learning, with itsemphases on problem-based learning,
anchoring teaching and learning to students' lives,
using the richness of the community as a context for
learning, and encouraging students to learn from each
other and to take responsibility for their own leaming,
formed the basis for education refonn in the case illus-
tration. While the case study is fictional, it illustrates the
necessary change processes to reform teacher education
and to improve public schools.
One question remains: Do schools and teacher edu-
cation programs have the will to change?
 References
Borko, Hilda, and Putnam, Ralph. "The Role of Context in
Teacher Learning and Teacher Education." In Contextual
Teaching and Learning: Preparing Teachers to Enhance Student
Success in and Beyond Schools. Columbus, Ohio: Eric Clear-
inghouse on Adult, Career, and Vocational Education and
Eric Clearinghouse on Teaching and Teacher Education,
1998.
Fullan, Michael. Change Forces: Probing the Depths of Educa-
tional Reform. New York: Falmer Press, 1993.
Fullan, Michael; Galluzzo, Gary; Morris, Patricia; and Wat-
son, Nancy. The Rise and Stall of Teacher Education Reform.
Washington, D.C.: American Association of Colleges of
Teacher Education, 1998.
Haberman, Martin. "Selecting 'Star' Teachers for Children
and Youth in Urban Poverty." Phi Delta Kappan 76 (June
1995):776-81.
Lambert, Nadine, and McCombs, Barbara L., eds. How Stu-
dents Learn: Reforming Schools Through Learner-Centered
Education. Washington, D.C.: American Psychological As-
sociation, 1998.
McCombs, Barbara, and Marzano, Robert. "Putting the Self
in Self-RegulatedLearning: The Self as Agent in Integrat-
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National Commission on Teaching and America's Future.
WhatMattersMost: Teachingfor America's Future. New York,
1996.
Newmann, Fred, and Wehlage, Gary. Successful School Re-
strumring. Madison, Wis.: Center on organization and
Restructuring of Schools, 1995.
Sears, Susan. "Contextual Teaching and Learning." In Teacher
Education: A Definition. Columbus, Ohio: Contextual
Teaching and Learning in Teacher Education, 2000.
Sears, Susan, and Hersh, Susan. Best Practices in Contexfual
Teaching and Learning. Columbus, Ohio: Projects Unite to
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P.O. Box 789, Bloomington, IN 47402-0789. USA
Fax: (812) 339-5556. Phone: (812) 339-1156

For fastest service, phone 1-800-766-1156

and use your credit card.
 Phi Delta Kappa Fastbacks
This series, published each fall and spring, offers
short treatments of a variety of topics in education.
Each fastback is intended to be a focused, authoritative
work on a subject of current interest to educators and
other readers. Since the inception of the series in 1972,
the fastbacks have proven valuable for individual and
group professional development in schools and dis-
tricts and as readings in undergraduate and graduate
teacher preparation classes. More than 500 titles in the
series have been published, and more than eight mil-
lion copies have been disseminated worldwide.
For a current list of available fastbacks and other
publications, please contact:

Phi Delta Kappa International

P.O. Box 789
Bloomington, IN 47402-0789 U.S.A.
1-800-766-1156
(812) 339-1156
http: //www.pdkintl.org
The Phi Delta Kappa Educational Foundation is focused
on the future. Contributions to the Educational Foundation
support scholarships, educational publications, and profes-
sional development programs - resources needed to pro-
mote excellence in education at all levels.

The Educational Foundation is pleased to accept contri-

butions of cash, marketable securities, and real estate, as
well as deferred gifts. The Educational Foundation is tax
exempt under Section 501(c)(3) of the Internal Revenue
Code, and contributions are tax deductible. PDK is more
than willing to work with your estate planner, attorney,
or accountant to find a plan that best meets your needs.

For more information about the Educational Foundation

and how to make a contribution, please contact:

P.O. Box 789

IN 47402-0789

Toll-free: 1-800-766-1156
Voice: (812) 339-1145
Fax: (812) 339-0018
E-mail: headquarters@pdkintI.org
http://www.pdkintl.org

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