The following study spans three consecutive semesters of investigation into the teaching and learning responses of 77 preservice teachers enrolled in a 3-week language arts field practicum just prior to student-teaching. Despite consistent efforts by university professors to help preservice teachers examine theory into practice during their practica, the data indicated that procedural concerns of time management, teaching expected lessons and content, and classroom management most often focused the practicum experience for the preservice teachers.

Many key activities in both the public and private sectors today occur in interorganizational networks, involving high interdependence among otherwise autonomous agencies. Miles and Snow outline a special form of such systerms called the "dynamic network. "It is characterized by vertical disaggregation, a flexible governance structure resembling a market mechanism, a single strategy maker in the role of a "broker, " and shared information among members. The combination of these features distinguishes the dynamic network from other interorganizational systems. Miles and Snow claim their model is useful in both public and private settings. However, applications are, so far, limited to the private sector. Utilizing six comprehensive case studies, we examine the dynamic network model in public service delivery. New propositions are developed concerning structure and agency conduct in public interorganizational systems.

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This article investigates how culture shapes instruction in three early care and education programs on the Flathead Indian Reservation. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed by the following research question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing communication with parents and community about teaching within a culturally relevant context, building a sense of belongingness and community through ritual, and respecting children, families, and community were essential to defining the Native American Indian culture within these early learning programs.