“It is a waste of energy to be angry with a man (WTWL interjects, “or student”) who behaves badly, just as it is to be angry with a car that won’t go.”

Duffy, G. (2002). Visioning and the development of outstanding teachers.  Reading Research and Instruction.  41, 331-344.  Retrieved June 16, 2008 from ProQuest database.
An Annotation by Laurie Walsh
“Followers cannot get the job done in the decades ahead when, in order to develop a more complex literacy for a more pluralistic clientele, teachers will have to be [...]

Brookfield, S.D. (1995). Storming the citadel: reading theory critically.  In Becoming a critically reflective teacher. Jossey-Bass Inc. (pp. 185-206).
An Annotation by Laurie Walsh
The title hooked me, the ideas made me think, the article applies to my professional reading for my action research and the M.Ed. program, and the article offers perspectives for me to consider [...]

Welcome to the first issue of The Edge of Education Carnival. As will all the issues to follow, this carnival is devoted to all those teachers out there on the cutting edge of teaching and learning. There is a lot go good stuff going on out there. Our mission in creating The Edge of Education Carnival is to collect that frontier work that is leading the way in teaching and learning–in all it’s chaotic glory.

The pressures of teaching can often leave even the veterans among us feeling frazzled and confused. So it’s not surprising that newer teachers often begin to question their decision to enter the profession. Yael Grauer, a second year teacher in Tucson Arizona, recently overcame her own feelings of doubt during a recent Courage to Teach retreat, developed by educational activist Parker Palmer. The insights she gained through professional reflection left her refreshed, renewed, and ready for a new beginning.

Receiving a Master’s degree from the University of St. Mary’s has been an immensely satisfying experience for me. I’ve learned and changed and grown in innumerable and meaningful ways. But when it comes to professional development, the St. Mary’s program is second to none. I have applied my new learning and confidence directly to my classes and my students have benefited. St. Mary’s breaks their program into four IDEA categories: Instruction, Discipline, Environment, and Assessment. This article outlines the effect this program has had on my instruction.