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The PDS partnership between Baylor University and Waco Independent School District commenced in 1993 in the context of a national conversation about innovations for improving teacher preparation and practice. During its 25-year history, the partnership has garnered national recognition, with Hillcrest PDS serving as one of 18 representative PDS partnerships to pilot the NCATE PDS standards project in 1995, its governance structure being shared as an exemplary model in the NCATE Blue Ribbon Report (NCATE, 2010), and most recently, recognized by NAPDS as one of three recipients of the 2018 Award for Exemplary Professional Development Achievement. The Baylor University and Waco Independent School District partnership continues to focus on the "NAPDS Nine Essentials" as it works diligently to address its core functions of student learning, pre-service teacher education, professional development, and research for the improvement of educational practice.

The beneficial role that children's literature plays in facilitating the meaningful integration and advancement of literacy and numeracy in the primary mathematics classroom has been well validated by research findings internationally. In Ireland, supporting the development of literacy and numeracy is a key educational priority. Consequently, a myriad of policy initiatives such as the "Literacy and Numeracy for Learning and Life" strategy have been introduced. All aim to address concerns about young people's lack of basic literacy and numeracy skills and to consider new teaching and learning modalities to enhance same. Despite this, no official emphasis is given to incorporating literature in the Irish primary school mathematics curriculum. Therefore, it is pertinent and timely that this study seeks to ascertain pre-service and in-service teachers' views on the use of literature to support mathematics teaching and learning and to investigate perceived barriers to and enablers for the integration of children's literature in the mathematics classroom in Ireland. The analysis of the findings will be framed using Ajzen's (Ajzen, Icek. 1991. "The Theory of Planned Behavior." "Organizational Behavior and Human Decision Processes" 50 (2): 179-211) Theory of Planned Behavior (TPB) model. This research is part of a large international research collaboration (see www.mathsthroughstories.org), in which the beliefs of teachers with respect to children's literature are investigated.

This study examined transdisciplinary teaming as a means to enhance integrated related service instruction for individuals with disabilities. Results of a survey of 12 preservice students studying special education or adapted physical education indicated that their perceptions and comfort in working across disciplines were more positive after viewing the processes modeled by university faculty. (DB)

To investigate the concept of sports training, a survey was conducted of 170 Special Olympics coaches in Ohio. The survey sought to determine who was responsible for training Special Olympians, their qualifications, and their specific needs and interests concerning preparation for coaching responsibilities. (Author/JDD)

Teachers and coaches can help tennis players develop accuracy in the forehand and backhand strokes by using the "straight line" or "flattened arc" concept. The four elements essential to proper execution of these strokes are explained, and drawings are provided which demonstrate the straight line concept. (IAH)

A unit using hula hoop activities helped 15 educable mentally retarded elementary students improve physically and socially and increased their self-esteem. (CL)

Severe cerebral palsied children require adapted physical education activities, and teachers' consultation with physical therapists can help in planning appropriate activities for them. Gross motor activities (such as sitting T-ball and wheelchair knockdown) that have been successfully used with elementary and middle school students are suggested. (JDD)

In view of the All Handicapped Children Act of 1975 (Public Law 94-142) it seems just and logical that all children, not only the handicapped, are entitled to an individualized treatment by sports and physical education personnel. (LH)