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Context of teacher learning is described. Strategies are suggested for promoting teacher learning. Maute, J. (2003). The spirit of teaching learning. Middle Ground, 6(3), 10-12.

The report was written by Linda Darling-Hammond and a team of researchers from the Stanford University School Redesign Network. It examines what research has revealed about professional learning that improves teachers' practice and student learning. The report describes the availability of such opportunities in the United States and high-achieving nations around the world, which have been making substantial and sustained investments in professional learning for teachers over the last two decades.

Across the country, teachers are providing students with the opportunity to use technology to make valuable contributions to their learning community. November, A. (2008). The digital learning farm. Middle Ground, 12(1), 10-13.

PILS is short for the Parents Involved in Learning System. We are an online service designed to help parents and teachers jointly and more closely and astutely monitor and evaluate individual student development and academic performance.

The benefits and criticism of increased assessment or testing are discussed. Increased testing helps teachers monitoring students' learning process and their own teaching strategies and school curriculum. The main criticism is "lack of value to education in its current incarnation." Suggestions of improved assessment are recommended.

This special report uses video interviews and other Web-based media to tell the story of America's decades-long struggle with improving our students' proficiency in math. It looks at international comparisons of student performance in math, and (here in the U.S.) at teacher preparation, the value of technology to math learning, and the importance of quantitative literacy as a foundation not only for work in science and technology, but also for a future as a problem-solver and an engaged citizen in today's world.