This study examined how teachers at the Prospect School (North Bennington Vermont) engage in reflective practice. Its focus wais on how teacher education shaped their teaching practice and what effect it has had on their ability to be "present" in the classroom. Being present means being alert to how well both the individual and the group are working physically, mentally, and emotionally within their learning environment, and being able to respond (rather than react) to them with a considered and compassionate best next step. The research included an examination of archival records of the program and student teachers’ work, as well as participating teachers’ current classroom practice through observations, video, and interviews.

This research brought together two related lines of research -- on historical progressive teacher education programs and the preparation of reflective teachers. Results have been shared in conference presentations.