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The purpose of this article is to share wisdom collected from the field and offer a view of meaningful learning, explore the tensions that exist in educators' work, and invite conversation about the future of educational practice. The anecdotes and data come from a series of research studies conducted from 2001 to 2011 by a cadre of middle grades researchers--university faculty from public and private universities across Oregon. Over the past decade, the authors studied the perspectives of middle grades principals, middle grades teachers, university faculty, and district personnel directors representing distinct communities (urban, suburban, rural), disparate demographics (e.g., low SES to high SES), and varying school size (i.e., small to large middle schools). They guided each study with research questions such as: How are national policies affecting how teachers view the nature of their work? How does national policy affect the way middle school teachers balance the academic-cognitive needs of young adolescents with their social-emotional needs (Dalton et al., 2004)? How have high-stakes accountability measures based on yearly academic testing influenced teachers' curriculum, instruction, and assessment practices (Greene et al., 2008)? What are the perceptions of middle grades university faculty, classroom teachers, and principals regarding well-prepared middle grades teachers (Samek et al., 2010)? The authors used a variety of data collection methods including surveys, interviews, and focus groups to build an understanding of school and university perspectives. The authors learned that teachers often find themselves caught between the expectations of external influences and their responses to the deep needs and yearnings of their students. (Contains 1 figure.)

This three-year collaborative self-study examined the impact of core reflection on our identities and practices as teacher educators. We discovered four themes that defined the core identity issues in our study: (a) understanding the contradictory nature of core qualities; (b) confronting our own hypocrisies; (c) holding ambiguity; and (d) sustaining authenticity in everyday practice. Five categories of change in our teaching identities and practice are outlined. We concluded that core reflection served as a useful approach for aligning professional and personal identities with our sense of purpose, passion, and teaching ideals.

Describes a team research project that explored and compared students' satisfaction with course delivery methods (blended distance learning with a remote site and an on-campus site, and a traditional section) based on the students' learning preferences. Explains research methodology used and results from the current study, and provides recommendations for planning distance learning courses. (LRW)

Examined parents' perceptions of and satisfaction with the eligibility assessment of their 4- to 5-year-olds with special needs for special education services. Found that parents thought the activity-based assessment provided more information about their child's typical performance and functional skills, and addressed more of their concerns than the norm-referenced test. (Author/KB)

Describes a study of undergraduates that examined the effects of the levels of learner self-direction on the interaction and satisfaction in Web-based discussion groups. Results of statistical analyses indicated that learner self-direction does have an effect on activities in online discussion. (Author/LRW)

Examined preschool educators' perceptions of learning and behavioral problems of children who were prenatally exposed to drugs, as well as intervention strategies and other issues in educating these children. Found that respondents had generally positive attitudes about working with these at-risk children. (JPB)

Examined the perceptions of 20 early-childhood special-education professionals regarding different types of student assessment. Found that subjects perceived the activity-based assessment to be significantly more able than the norm-referenced test to assess functional skills of children with special needs, to provide information about the child's functioning level, and to provide useful information for intervention planning. (KB)