bluuebunny/crossref_metadata_2025 huggingface dataset:
Can More Elementary-School Teachers Be Secured From the Current College Enrollment?
Authors: Klausmeier Herbert
Published: March 2008

It is known everywhere that the rising tide of elementary-school enrollments goes far beyond the meager supply of profes sionally prepared elementary-school teach ers. What steps are being taken, and by what individuals, institutions, and organi zations, to meet this critical need? On every hand we see evidence of a growing public appreciation of elementary edu cation. The time seems optimum for further substantial increases in the quali ty of teaching at this level. Dr. Klaus meier, Assistant Professor of Education, Colorado State College of Education at Greeley, strikes directly at the heart of the problem with his concise analysis of the role of the teacher-education institu tion in building a supply of prepared elementary-school-teaching candidates.
A College Program To Prepare Beginning Teachers as Activity Sponsors
Authors: Sterner William S.
Published: March 2008

Who should sponsor high-school extra- curricular activities? How should they be prepared, at the preservice level, for this important educational responsibility? Dr. Sterner, Assistant Professor, School of Education, Rutgers University, New Brunswick, has undertaken a study of conditions relative to this problem in the high schools of New Jersey, and in this article presents a challenging pro posal for a teacher-education program.
The Function of the High School in the Selection of Prospective Teachers
Authors: Johnson Homer L.
Published: March 2008

Since teacher-education trainees usually come directly from high-school graduating classes, the role of high-school teachers and administrators in influencing voca tional choices is all-important. What are these professional workers doing to chan nel the proper type of young man and young woman into preparation for teach ing ? Mr. Johnson, Assistant Professor of Education at State Teachers College, Pittsburg, Kansas, reports the results of his inquiry into the evaluation of 87 teachers as they review their high-school experience and evaluate its influence upon their vocational choice.
Training Prospective Teachers By the Developmental Process
Authors: Jordan Floyd
Published: March 2008

How seriously is the organization of our teacher-education programs handi capped by the traditional method of at tempting to divide it into separate courses? Does the student see the net result of our efforts as an integrated whole? Or does he emerge from his pre service experiences with no more than credit in disparate courses? In this arti cle Mr. Jordan describes a developmental process which seeks to cut directly across the boundaries of courses with unremit ting attention focused upon the ultimate welfare of boys and girls in the elemen tary and high schools. The author, who is Professor of Education at the Univer sity of Georgia, Athens, and Coordinator, Atlanta Area Teacher Education Service at Emory University, Emory University, Georgia, was assisted by John I. Goodlad, L. E. Metcalf, and Lynn Shufelt of the teaching staff of the AATES.
Providing Extra-Class Experiences for Student Teachers
Authors: Blair Lois C.
Published: March 2008

Miss Blair, a supervising teacher of English in the laboratory school at State Teachers College, Indiana, Pennsylvania, strikes directly at the heart of a problem now being attacked in many teacher-edu cation programs; namely, the enrich ment of the student-teaching experience through extra-class activities. In this arti cle the author points up the practical application of classroom theory which so many times comprises the entire pre service preparation of the intending teacher.
How Has Educational Research Contributed To the Development of Teacher Education?
Authors: Monroe Walter S.
Published: March 2008

Dr. Monroe, Distinguished Professor of Education, Emeritus, University of Illinois, Urbana, has recently completed the writ ing of a history of teacher education in modern times. The editor of the present section invited Dr. Monroe to draw on this fresh background to assess the re lationship of research to actual practices in teacher education. This was a difficult undertaking, and Dr. Monroe has written a frank statement. — Douglas E. Scates.
Characteristics of College Teachers Desired By College Presidents
Authors: Trabue M.R.
Published: March 2008

"What makes a good teacher good" has long been a moot point at the elementary- and high-school level. Mr. Trabue, Dean, College of Education, The Pennsylvania State College at State College, courage ously enters the arena and boldly seeks the answer at the junior-college level. His findings, as reported in this stimulating article, are limited to the opinions of the employing authorities (college presidents). An interesting companion study might well seek the answers from (a) lower-di vision college students, (b) graduates, after one, two, or three years, or (c) the college instructors themselves. Further research will almost certainly follow Dean Tra bue's efforts.

College- and university-placement of ficers may wish to modify their creden tial forms in consequence of this study.
Toward a Synthesis of the Academic and Professional in Teacher Education
Authors: Allen Jack
Published: March 2008

Mr. Allen, Associate Professor of His tory at George Peabody College for Teach ers, Nashville, Tennessee, looks critically at his academic colleagues as they evalu ate their responsibilities to teacher educa tion. Can the approach now in general use, he asks, be improved? What should be the role of the instructor in an aca demic subject when he finds that a sub stantial number of students in the course are intending teachers?
The New Teacher-Education Curricula in Pennsylvania
Authors: Pratt Willis E.
Published: March 2008

Pennsylvania, with 14 state-supported teachers colleges, is concluding three years of intensive effort to analyze its needs and to reorganize the basic structure of its teacher-education program. How could the state program be advanced on a broad front and yet protect each individual in stitution so that it might experiment in terms of its own philosophy, resources, and service-area needs? The cooperative approach, described here by Mr. Pratt, President, State Teachers College, Indiana, Pennsylvania, bespeaks further progress.
Analysis of Trends in Teacher Supply and Demand, 1900-1950
Authors: Maaske Roben J.
Published: March 2008

As we are about to enter an era of unprecedented increase in the elementary- school population we note a rapidly ex panding interest in the teacher-supply- and-demand problem. Not only are teacher-education workers alert, but elementary- and high-school adminis trators, school-board members, P. T. A. chapters, chambers of commerce, and various other groups and individuals are beginning to show concern. Since we know that the elementary schools of America must receive, house, and teach 7,000,000 more children within the next six years the historical background of the problem, outlined by Mr. Maaske, President, Oregon College of Education, Monmouth, is of particular interest, as are his thought-pro voking suggestions for action.
Some Suggestions for the Correlation of English and History in the Small Teachers Colleges
Authors: McGlynn Edna M.
Published: March 2008

It is indeed refreshing to find an in structor who gives heed to the teachings of another instructor in another subject. This principle, not new, may well rise to a higher level of professional respecta bility. Miss McGlynn, Associate Profes sor of Social Studies, State Teachers Col lege, Salem, Massachusetts, is obviously enjoying her cooperative experience with colleagues on the staff at Salem.
Desirable Traits of Successful Teachers
Authors: Mazzei Renato
Published: March 2008

In the June, 1951, issue of The Journal of Teacher Education, M. R. Trabue re ported the results of an investigation de signed to reveal the characteristics of col lege teachers desired by college presidents. Here Mr. Mazzei, teacher of mathematics in the junior high school at Scranton, Pennsylvania, reports the reactions of junior-high-school students as they under take to identify traits considered by them to be important. The reader may be in clined to ask where, in our ongoing teacher-education programs, conscious ef fort is devoted to the development of qualities deemed most desirable by a typi cal group of American youth.
Where Are we Going in Teacher Education?
Authors: Emans Lester M.
Published: March 2008

Post-war conditions are constantly cre ating new problems for each element of the American educational system. Is teacher education meeting its expanding and changing responsibilities? Mr. Emans, Director of Teacher Education and Place ment, Wisconsin State College, Eau Claire, Wisconsin, describes some of the trends he observes on the current scene.
Recruitment for Elementary School Teaching
Authors: Bancroft Roger W.
Published: March 2008

How efficient are our recruitment efforts? Do we really know the characteristics of the most desirable recruit? How do stu dents themselves rate our efforts to in fluence them? Mr. Bancroft, Coordinator of Field Services State Teachers College, Cortland, New York, after concluding a study involving 1,583 freshmen in ten in stitutions, is ready to challenge some widely held views.
How Well Do we Teach?
Authors: Young Raymond J.
Published: March 2008

Mr. Young, Coordinator of Student Teaching, Oklahoma Agricultural and Me chanical College, Stillwater, sounds an urgent call for cooperative effort to vita lize the American secondary school pro gram.
Conflicting Points of View and Challenges in the Education of Teachers
Authors: Snyder Agnes
Published: March 2008

The accompanying article by Miss Sny der and the following one by Mr. Keppel were delivered as keynote addresses at the opening general session of the annual meeting of the Council on Cooperation in Teacher Education, held at Chicago, May 4-5, 1952. The theme of the meeting was "Major Conflicts and Agreements in Teacher Education." Its major purpose was to explore means of reconciling the viewpoints of two concepts of teacher edu cation, the liberal-arts viewpoint and the single-purpose teacher-education view point.
Contemporary Issues in the Education of Teachers
Authors: Keppel Francis
Published: March 2008

The accompanying article by Mr. Kep pel and the preceding one by Miss Sny der were delivered as keynote addresses at the opening general session of the an nual meeting of the Council on Cooper ation in Teacher Education, held at Chicago, May 4-5, 1952. The theme of the meeting was "Major Conflicts and Agree ments in Teacher Education." Its major purpose was to explore means of recon ciling the viewpoints of two concepts of teacher education, the liberal-arts view point and the single-purpose teacher-ed ucation viewpoint.
Interdepartmental Cooperation in Teacher Education
Authors: Goodlad John I.
Published: March 2008

Cooperation — interinstitutional, inter departmental, and intradepartmental—is frequently the key to progress in teacher education. Mr. Goodlad, Director of the Division of Teacher Education, Emory University and Agnes Scott College, de scribes a three-year effort that has yielded rich dividends. He emphasizes some com mon-sense principles that seem to escape the serious attention of many specialists, both professional and academic.
An Evaluation of Four Approaches To Learning in Teacher-Education Classes
Authors: Vander Werf Lester S.
Published: March 2008

What are the factors that motivate learning? How can these factors be identified and used? What are the re spective roles of teachers and students in the process? These are age-old questions, the answers to which teachers must eternally seek. There are many opinions about them but not enough validated research.

The experiment described by Mr. Van der Werf presents four approaches and some interesting conclusions. The author is presently Associate Professor of Educa tion, University of New Hampshire. He has taught in both secondary schools and at the university level, and has written extensively about the climate of the learning situation.
Industry and Education Cooperate in the Preparation of Teachers
Authors: Wenrich Ralph C.
Published: March 2008

How to get teachers of certain voca tional subjects with broad and balanced preparation, without sacrificing the nec essary practical and technical competen cies, is a difficult problem of one great area of teacher education.

This article describes the manner in which the Department of Vocational Ed ucation and Practical Arts at the Univer sity of Michigan has attacked the problem.

Mr. Wenrich is Chairman of the De partment and Professor of Vocational Education. He has had broad experience as a vocational teacher in the public schools, as a staff member of a state de partment of education, and as a univer sity teacher. He is the author of many articles in his field.
Depth or Breadth in the Academic Specialization of High School Teachers?
Authors: Orton Don A.
Published: March 2008

A perennial question in teacher educa tion is "How much specialization?" The model practice across the country, if state certification requirements are taken as the measure, is provision for specialization in a given subject field. There are, however, discernible trends in the newer require ments toward specialization in broad fields rather than in subdivisions of a field.

Mr. Orton here presents the reactions of practitioners, those who employ teach ers, and those who prepare them, on this important problem. Mr. Orton is Dean, College of Education, University of Utah.
The Shortage of Special Class Teachers in Large Cities
Authors: Firestone Sidney H. , Orleans Jacob S.
Published: March 2008

Sometimes obscured in discussions of teacher shortages are the needs arising from rapidly expanding programs of spe cial education. This is an area of school services which the nation cannot afford to have retarded. Development of such services, already far short of actual need, to the point that educational provisions are made for every handicapped child is imperative. The accompanying article, therefore, contributes appropriately to consideration of "Teachers For Our Schools."

Mr. Orleans is Director of Research and Evaluation and Mr. Firestone is a Lecturer, Division of Teacher Education, City College of New York.
Evaluative Studies of Teacher Education
Authors: Scates Douglas E. , Barr A.S. , Singer Arthur
Published: March 2008

An important aspect of the supply of teachers-the special theme of this issue of the JOURNAL —is the quality of their preparation. In the highly responsible vocation of teaching, quality is in every sense as important as quantity. To specify all of the qualities of professional leadership desired in each new teacher, however, is more difficult than to specify the number of new teachers needed. Hence it becomes essential to examine unceas ingly those educational conditions and processes which it is hoped during college years will bring out and develop the requisite qualities.

Mr. Barr, Professor of Education at the University of Wisconsin, and long a leader in research in this area, and Mr. Singer, a teaching assistant at the same University, have Prepared especially for this issue of the JOURNAL a summary of recent research which seeks to evaluate various practices in teacher education. This summary represents an extensive canvass of the research literature and brings to a focus the findings of various studies on this particular issue. —Douglas E. Scates, Editor.
Projecting School Enrollments for One State
Authors: Bowers Harold J.
Published: March 2008

In another article in this issue the Bureau of the Census has provided a projection of population figures for the United States. Readers of that article should be particularly interested in this brief account of projections of school enrollments made for the State of Ohio. The author explains his method and dis cusses some of the factors which inter fered with his original projections.

Harold J. Bowers is Supervisor, Divi sion of Teacher Education and Certifica tion in Ohio.
The California Council on Teacher Education
Authors: Joyal Arnold E. , Stone James C.
Published: March 2008

Currently about thirty states have ad visory groups on teacher education and certification. Typically, these are extra- legal bodies, established by the chief state education agency to carry on con tinuous study of teacher education and certification programs and to make recommendations for changes in the legal requirements affecting these two areas. The establishment of such bodies is a relatively new development, the in tent of which is to provide a coopera tive, democratic means by which the state exercises a leadership role rather than an arbitrary legal one in teacher education and certification.

The California Council on Teacher Education is a good example of the functioning of this process.
The Dual Mandate of American Higher Education
Authors: de Kiewiet Cornelis W.
Published: March 2008

The article which begins on this page represents an abstract of an address de livered by President de Kiewiet before the annual meeting of the American Council on Education, October 7, 1955.

The address was one of several in a symposium on "How Different Types of Institutions are Planning for the Fu ture." The full text of de Kiewiet's ad dress and the others comprising the symposium will be published in Decem ber, 1955, by the ACE in a bulletin en titled "Planning Under Way to Meet the Rising Tide of College and Univer sity Enrollments."

Appreciation is expressed to the Coun cil for permission to reproduce this sig nificant address in this issue of THE JOURNAL OF TEACHER EDUCATION.
The Leadership Role of the State Teacher Education-Certification Officers
Authors: Herge Henry Curtis
Published: March 2008

Part I of the abstract of Dean Herge's dissertation, STATE DIRECTORS OF TEACHER EDUCATION AND CERTIFICATION: A STUDY OF THE NATURE OF THEIR DUTIES AND RE SPONSIBILITIES appeared in the December 1956 issue of the JOURNAL OF TEACHER EDUCATION. It presented an evaluation of the leadership role of the State Directors of Teacher Education and Certification. Part II describes the status and analyzes the functions of these officers.

The abstract of this significant study in the field of teacher education is another in the general series published under the title of "Commission Studies in Teacher Education."-EDITOR.
Certification of Educational Administrators
Authors: Howsam Robert B. , Morphet Edgar L.
Published: March 2008

Parts V and VI which appear below represent the conclusion of this article. The first section, containing Parts I, II, III, and IV, was published in the March 1958 issue of THE JOURNAL.

Preprints of the entire article-Parts I through VI-are available at fifty cents per copy. Address orders to the National Commission on Teacher Education and Profes sional Standards, National Education Association, 1201 Sixteenth Street, N.W., Wash ington 6, D. C.
In-Service Education for Teachers of Able Students
Authors: Williams Clifford W.
Published: March 2008

"There sits in every classroom one or more pupils who wait only for the signal to forge ahead...." Yet, "... the Portland Program [ for Gifted Children] does not pro vide a special school for the gifted, nor does it enroll able students in full-time special classes...."

Mr. Williams describes here the Portland, Oregon, school system's in-service education for teachers who wish to improve their compe tence to serve the more able stu dents in their classes.
A Prospective Teacher Looks at Teacher Recruitment
Authors: Jackson William
Published: March 2008

Mr. Jackson's ideas reflect a fine spirit and a genuine commitment to teaching. The editors of THE JOURNAL OF TEACHER EDUCATION are especially pleased to have a student's enthusiasm expressed in an article. EDITOR.
The NCATE in 1960
Authors: Armstrong W. Earl
Published: March 2008

A Report of Changes, Action Progress, and Trends
The Index of Teacher Demand for 1958
Authors: Bartels Martin H.
Published: March 2008

A slight decline is reported.
Necessary and Desirable Overlap
Authors: Fischer Louis
Published: March 2008

In professional programs various courses required may be identical in content. Without apology for courses lacking in solid content or courses in sequence representing substantial identity in content, it is contended here that a certain kind of overlap is not only unavoidable, but necessary.
Methods in Teaching
Authors: Stahl Stanley S.
Published: March 2008

Any attempt to summarize what is happening or could happen in the teaching of methods courses becomes rather general in nature because of the countless individual patterns being followed. ... It is apparent, however, that there are several very definite trends that can be cited.
Planning Orientation to Student Teachin g
Authors: Sleeper William R. , Telfer Harold E.
Published: March 2008

It's more than just getting acquainted.
Graduate Students' Perceptions of Leadership Roles
Authors: Scarborough Olive , Harris Ben M.
Published: March 2008

This study reports an attempt to explore the concepts of leadership held by graduate students enrolled in administrator and supervisor preparation programs.
Predictions and Performance: An Experimental Study of Student Teachers
Authors: Wilk Roger E. , Edson William H.
Published: March 2008

Dr. Wilk is associate professor of educa tion and assistant director of student per sonnel for research, and Dr. Edson is pro fessor of education and director of student personnel, College of Education, University of Minnesota, Minneapolis. The authors wish to acknowledge the important contri bution of Dr. Don Davies, Executive Secre tary, National Commission on Teacher Education and Professional Standards, and of Dr. Naomi C. Chase, associate professor of education, College of Education, Univer sity of Minnesota, Minneapolis, who as sisted in the planning and conduct of the study. The research reported herein was performed pursuant to a contract with the U.S. Office of Education.
Questions Teachers Ask About Team Teaching
Authors: Rutherford William L.
Published: March 2008

Since the 1950s, many teachers have been "teaming," pooling their resources to improve instruction. Rutherford's research shows that, despite their enthusiasm, teachers are concerned about several seemingly intrinsic aspects of team teaching—deciding a pattern, managing time, losing contact with students, and resolving personal conflicts.
Emerging Student Rights
Authors: Henson Kenneth T.
Published: March 2008

Motivated by favorable court rulings and an awareness of their basic constitutional freedoms, students today are securing more rights in schools than ever before. Henson stresses what teachers need to know.
On Reconciling Dissonance Between Preparation and Practice
Authors: McCaleb Joseph L.
Published: March 2008

"The stimulus for this study came from observations of practicing teachers... who, as students, had studied the deficiencies of traditional, prescriptive grammar; and who, as teachers, nevertheless were using traditional, prescriptive methods of language instruction." To offset dissonance encountered in student teaching, the research tested whether reinforcement during preservice coursework could maintain desired attitudes toward language.
Motivation Deprivation: No Reason to Stay
Authors: Kaiser Jeffrey S.
Published: March 2008

/ can't motivate my teachers anymore. I pay them more than neighboring districts. I offer them an excellent fringe bene fits package, we have a good retirement system, our schools are bright and clean, and our students are relatively consi derate. Maybe it's me. Maybe what I need is a good course in human relations.
Needed in Teacher Education: A Developmental Model for Evaluation of Teachers, Preservice to Inservice
Authors: Davis Michael D. , Zaret Esther
Published: March 2008

Teacher growth is an on-going, develop mental process, beginning early in teacher training programs and continu ing throughout a teacher's career. Ac cording to the authors, there are four phases to full professional development. In phase one preservice teachers are given time for focused observation and for understanding different classroom settings and student needs. During stu dent teaching, the second phase, oppor tunities are provided for the application and demonstration of teaching skills, with specific skill emphases being agreed upon by evaluators and student teachers. During phase three provisional teachers receive continuing instruction as a result of need areas identified by su pervisors and master teachers. The final phase of this developmental process en ables practicing teachers to enhance their instructional abilities, refine their pedagogical skills and act as mentors to beginning teachers. Davis and Zaret out line salient aspects of each phase and describe the competencies that should serve as a foundation for a development al model.
Teacher Effectiveness: Problem or Goal for Teacher Education
Authors: Haigh Neil , Katterns Bob
Published: March 2008

The authors identify a set of principles to guide the planning and implementation of the professional studies component of a teacher preparation program. Concepts around which statements of principles are based include "sensitive command of a broad teaching repertoire" and "en gagement in inquiry on teaching effec tiveness." Efforts to implement a planned program based on the stated principles are also described.
Reconceptualizing Support Services for Classroom Teachers: Implications for Teacher Education
Authors: Pugach Marleen , Lilly M. Stephen
Published: March 2008

For the past decade the training experi ences of teachers for the mildly handi capped have become increasingly specialized. Such specialization has led to a certain amount of curricular and faculty isolation. The authors call for unifying teaching preparation, with the conceptual integration of special educa tion for the mildly handicapped and gen eral teacher education.
The Impact of the Student Teaching Experience on the Development of Teacher Perspectives
Authors: Tabacbnick B. Robert , Zeichner Kenneth M.
Published: March 2008

Questions persist, according to the authors, with respect to how much influence student teaching plays in the teacher socializa tion process. Some researchers, such as Lortie, argue that the socialization of teachers occurs largely through the internaliza tion of teacher models experienced during the thousands of hours that individuals spend as pupils in classrooms. Others suggest that the prospective teacher's latent culture is relatively unimportant, that student teaching does have a significant impact on the development of teachers — an effect which is strengthened during the early years of a teacher's career. Find ings reported in this study tend to support the latent culture perspective; however, the authors also challenge Lortie by suggesting a view of student teacher socialization that is more negotiated and interactive; findings suggest that what student teachers bring to their teaching experience gives direction to socialization but does not totally determine the outcome of the socialization process.
Critical Requirements for Cooperating Teachers
Authors: Copas Ernestine M.
Published: March 2008

Copas developed a list of critical require ments for cooperating teachers based on critical incidents observed and reported by elementary student teachers. A total of 1,490 critical behaviors were abstracted from 476 individual responses and were grouped according to content resulting in 28 critical require ments. The requirements were divided into two major categories and several sub-categories. This study identifies concrete behaviors underlying critical requirements for cooperating teachers.
The Practice of Preservice Teacher Education
Authors: Egbert Robert L.
Published: March 2008

Using the ideas of critics from outside and inside the profession, Egbert describes what teacher education is like in America. He proposes, using four different models and critiques, what teacher preparation should be; he also examines several unique teacher educa tion programs. Egbert argues that the biggest danger confronting educators is the possibility that legislators, state departments of education, and public opinion will force the substitution of test scores for serious teacher evaluation, course credits for program rigor, and teaching apprenticeships for clinical programs of teacher education.
Teacher Induction
Authors: Griffin Gary A.
Published: March 2008

In this article, Griffin defines the concept of induction and summarizes research findings available for use in planning teacher induction programs. As part of the summary, preliminary hunches gleaned from current research on the effects of teacher induction programs are described. Cautions with respect to using "effectiveness" research in such programs are noted, and questions and issues worthy of future research focus are identified.
State Actions to Improve the Teaching Profession: What Are the Implications for Teacher Training?
Authors: Palaich Robert
Published: March 2008

Palaich describes the complexity asso ciated with enhancing teacher quality and teacher development. No single reform plan, argues the author, will suffice. The first steps toward enhancing teacher quality include the precise iden tification of the school conditions that must be changed to enable teacher growth and the delineation of goals that teacher incentive systems are structured to achieve. Those goals are identified as: (a) improving teaching and learning, (b) improving the school as an organization, (c) changing certain characteristics of the teacher work force, and (d) strengthen ing community confidence in the school.
Research Use in Inservice and Preservice Education: A Case Study of California
Authors: Weil Marsha
Published: March 2008

Are the findings of research being used by preservice and inservice educators? Using a case study approach, Weil examines selected research dissemina tion practices in California. She describes the proactive posture taken by school-based staff developers in using and in educating classroom teachers regarding the uses of research. Research, she observes, has given edu cators, particularly administrators, the confidence to assume firmer, stronger leadership. Regrettably, that same research is not guiding practice in pre service teacher preparation. The reasons for this information-practice gap are rooted within ingrained institutional mindsets and behaviors.
Certification: It Does Matter
Authors: Hawk Parmalee P. , Coble Charles R. , Swanson Melvin
Published: March 2008

The debate on certification requirements is flourishing in several states. Within the context of the debate is the assumption that a positive relationship exists between certification and teaching effectiveness. Although this assumption may be valid, the relationship is yet to be firmly established empirically. In this study, the authors examine the relation ship between mathematics teacher certi fication and teaching effectiveness. They report a positive relationship between the two variables and make suggestions for further study.
Teacher Trainees: Alternative
Authors: Oliver Bernard , McKibbin Michael
Published: March 2008

The licensing of teachers is a critical issue in this period of educational reform. Reports critical of American schooling have referred regularly to the bleak condition of education and to the poor quality of teachers educating our youth. The quick-fix solution in many states has been to suggest higher stan dards for teachers and the validation of alternative preparation programs. The approach described in this article focuses on reform efforts in California that call on local school districts to take a major role in the preparation of teachers.
Some Answers about the Quality of teacher Students
Authors: Fisher Robert L. , Feldmann Marilyn E.
Published: March 2008

Fisher and Feldmann argue that the quali ty of students graduating from teacher education institutions is much higher than might be assumed based on the spate of recent national and regional reports. The authors found that teacher education students do compare favor ably with students in other academic areas, particularly when considering such things as high school percentile rank and cumulative grade point aver age. Further, their findings showed that for each of the three years of the study teacher graduates had a higher mean grade point average than non-teacher education graduates in selected content courses.
The Credibility of ERIC's
Authors: Tauber Robert T.
Published: March 2008

Tauber reports on data gathered from 1 5 of the 16 ERIC Clearinghouses. He iden tifies the manuscript acceptance rates, reviewer qualifications, and the selection criteria applied in selecting unsolicited manuscripts for publication in ERIC's Resources in Education. He dispells the belief that anything and everything sub mitted to ERIC is automatically pub lished and he argues that RIE publica tions should carry "weight" at least equivalent to conference papers from recognized conferences.
Helping Preservice Teachers
Authors: Thompson Ann D.
Published: March 2008

Emphasis recently has been placed on the development of computer-related curriculum experiences for preservice teachers. Thompson relates the content and structure of a course of Iowa State University that helps teacher education students to view the computer as a means by which to access, organize, manipulate, and communicate informa tion. A summary of course outcomes and assessment measures indicates stu dent gains in skill objectives and a reduction in student self-assessed com puter anxiety.
A Comparative Perspective on American Teacher Education: Being a Stranger in One's Native Land
Authors: Popkewitz Thomas S.
Published: March 2008

Popkewitz considers some of the cul tural assumptions and political implica tions of teacher education. He also describes the relationship of reform to social and economic transformation, the logic of individualism, and the formation of professional ideologies. Further, he shows how these various dimensions give coherence and direction to contem porary educational practice. The author argues that professional schooling edu cates the individual to take for granted certain social and cultural assumptions of schooling. In order to explore the biases of professional discourse and practice, two dimensions of comparative study are provided: (a) the relationship of consciousness to social conditions, or how social history bears upon school ing; (b) the critical examination of social and educational life, which includes a description of how the interaction of people and institutions alters the mean ing of guiding theories and practices.
Teacher Salaries and Dualistic Teacher Education in Malaysia
Authors: Lloyd Arthur P.
Published: March 2008

In Malaysia, the entry salary for a teacher with a certificate from a teacher training college is significantly lower than that of a teacher who holds a bachelor's degree. This paper presents some differences between the certificate and degree qualifications and describes a program whereby experienced "certifi cate" teachers may pursue a degree program. The problems with a dualistic teacher education system are outlined and discussed by the author.
Inquiring into Inquiry-oriented Teacher Education
Authors: Tom Alan R.
Published: March 2008

In this article, Tom develops a set of dimensions that reveal the different ways in which inquiry-oriented teacher education can be conceptualized. Three dimensions are proposed and dis cussed : (a) the arena ofthe problematic, (b) the model of inquiry by which a particular arena of the problematic is to be studied, and (c) the ontological status of educational phenomena. The relevance of each dimension to inquiry-oriented teacher educa tion is explored, and rationales for inquiry-oriented teacher education are located on the three dimensions.
The Quality of Prospective Teachers: Education vs. Noneducation Graduates
Authors: Olsen Dwayne G.
Published: March 2008

How do education majors compare with noneducation students? Olsen com pares 107 recent education graduates of the University of Wisconsin-Parkside with 1420 noneducation graduates on eleven variables. Subjects in the study completed degrees during the Fall and Spring semesters of 1981, 1982, and 1983. Education graduates were found to be equal to, and in some cases better than, noneducation graduates on all variables. Olsen discusses the impor tance of the findings, and he describes reasons for the results.
Laboratory Settings and the Study of Teacher Education
Authors: Berliner David C.
Published: March 2008

The reform efforts of the past several years threaten teacher education just at a time when researchers have created a conceptual and empirical basis for the preservice teacher curriculum. The re search base in the study of teaching is better and broader than it has been, and the methodology for studying teaching is both more sophisticated and more ec lectic than ever before. Berliner argues that the most obvious use of this re search on teaching is as content for teacher education programs. The author discusses some of the significant find ings and describes how the preservice curriculum must be transformed to in clude training for teachers in real labora tory settings.
What Students Learn from Early Field Experiences: A Case Study and Critical Analysis
Authors: Goodman Jesse
Published: March 2008

Using the case study method, Goodman examines field-based experiences to determine their impact on prospective teachers' perspectives toward teaching. The data are organized into three ana lytical categories: teaching as the trans mission of utilitarian skills, teaching as management, and teaching as craft. The author concludes that university super visors need to help students see connec tions between theory and practice and to establish field placements that enable instructional experimentation. Further, he suggests that the time spent in a single EFE context should be enriched and expanded.
Beginning Teachers' Perceptions of Mentors
Authors: Hiiffman Gail , Leak Sarah
Published: March 2008

Aefter a year of implementation of a be ginning teacher support system, 108 new teachers were asked their reactions to the mentoring program. Huffman and Leak found that mentors could be effec tive in addressing the needs of new teachers, but to maximize their effective ness the mentors should teach the same content and work at the same grade level as the beginning teacher. Furthermore, the authors conclude that it is imperative to provide adequate conference time for mentors and beginning teachers if the induction participants are to achieve program objectives.
Induction Support of New Teachers: A Functional Approach
Authors: Odell Sandra J.
Published: March 2008

Odell completed a functional analysis of the needs of teachers by recording the forms of actual assistance given to first year and "new to system" teachers in a teacher induction program. Eighty-six first year and 79 new to system teachers were involved in the study. The two pri mary needs of both groups of teachers included (a) obtaining information about the school district and (b) obtain ing resources and materials pertinant to the curriculum to be taught. Of particu lar interest is Odell's fnding that experi enced teachers who are new to a school system do not have remarkably different needs from those of first year teachers.
Beginning Teachers: Sink or Swim?
Authors: Varah Leonard J. , Theune Warren S. , Parker Linda
Published: March 2008

Varah, Theune, and Parker provide a brief review of the literature on begin ning teachers and document the need for induction programs. The authors also describe the University of Wiscon sin-Whitewater Teacher Induction Pro gram and describe how induction teams, consisting of mentor teachers, school administrators, and university personnel, identify areas of accomplish ment, concern, and improvement for be ginning teachers. Finally, data are pre sented from a small scale experimental study that suggest that the induction program is achieving its primary objec tive of enhancing teacher growth.
Reactions to Induction Articles
Authors: Rauth Marilyn , Bowers G. Robert
Published: March 2008

Rauth and Bowers react to the induction articles published in this issue of the Journal. Both critics acknowledge the power of the induction concept, and each highlights the possibilities for and problems of induction programs. Fur thermore, the critics, using very different frames of reference, discuss how teach ers, teachers' organizations, and state departments of education might be come involved in creating the conditions for more effective teaching practice for beginning teachers.
Teacher Certification Testing: Perspectives and Issues
Authors: Flippo Rona F.
Published: March 2008

The increase in the number of states using some form of competency testing prior to the certification of teachers is substantiated by Flippo in this article. The author includes an update on teach er certification testing activities across the United States as well as a discussion of some of the issues and concerns as sociated with testing programs. While certification testing appears to offer a solution to certain problems related to quality control and teacher selection, it also creates new issues that should be addressed by states that are considering the development and implementation of competency testing for certification. Flippo discusses some of those issues and makes specific recommendations for policymakers and educators.
Quality and Equity in the Preparation of Black Teachers
Authors: Bell Martha L. , Morsink Catherine V.
Published: March 2008

The problem of attracting and retaining minority teacher candidates is particu larly acute at the present time. Given the competitiveness of the current job mar ket and the heavy emphasis on stan dardized testing for all teacher candi dates, the difficulties of attracting quality minority teachers are becoming more manifest. Is there anything that can be done to ameliorate the situation? Bell and Morsink suggest that solutions are emerging. They proffer and discuss two techniques for use by teacher educators in their efforts to increase the number of quality minority teacher candidates: developing testwiseness programs and providing minority students with men tors and role models.
Acquiring Teaching Skills
Authors: Zahorik John A.
Published: March 2008

Zahorik identifies three broad concep tual categories of good teaching: science-research, theory-philosophy, and art-craft. Various conceptions of teaching within each category are then defined and discussed. The author con cludes with a description of how the needs of teachers and developmental stages of teacher growth will dictate the conception of teaching that should be emphasized during preservice and inser vice teacher education experiences.
Designing a Professionally- Responsive Teacher Education Curriculum
Authors: Hanes Madlyn Levine , Kemper Richard E. , Mulhern John D.
Published: March 2008

Curriculum revision efforts have been undertaken at many institutions to create more profossionaily responsive teacher education practices. In this arti cle, Hanes, Kemper, and Mulhern de scribe their institution's efforts to foster curriculum change. They describe two phases: the first, defining the param eters of and preparing faculty for change; the second, designing and im plementing the change process. The authors describe the successes and problems associated with their efforts and discuss the direct and indirect bene fits of a revised curriculum.
Beyond Elitism and Technicism: Teacher Education as Practical Philosophy
Authors: Beyer Landon E.
Published: March 2008

Teacher education, according to Beyer, has too seldom been conceived as either contributing to the maintenance of the liberal arts (elitist) tradition or to the de velopment of technical knowledge. If re- conceived as practical philosophy, teacher education could further the humanistic and democratic impulses of liberal education and reshape the cul ture of the contemporary university. Further, by viewing teacher education programs as instances of practical philosophy committed to reflection, con versation, and action, teacher educators can assist the movement of the modern university away from its allegiances to elitism and tachnicism and toward an education that truly prepares teachers for participation in classroom life.
Will Teaching Applied Ethics Improve Schools of Education?
Authors: Watras Joseph
Published: March 2008

Several approaches can be used to im prove the ethical behavior of teachers. Three of these approaches are described and critically examined by Watras. No generic strategy, argues the author, will, of itself, lead to making preservice teachers more ethical beings, though different strategies can be useful toward increasing or decreasing the discrep ancy between what prospective teach ers learn and how they subseguently live. Of greater help, suggests Watras, is the work of Martin Buber. Buber's perspective offers an approach that can be treated along with each of the ethical approaches; one which can have the ef fect of substantially reducing the dis tance between thought and action.
Using Profile Aixalysis for Student Teacher Evaluation
Authors: Gibney Thomas , Wiersma William
Published: March 2008

Measuring teacher performance is a controversial topic as the measurement process poses difficult problems for teacher educators. To assess the perfor mance of student teachers, Gibney and Wiersma describe two approaches to observation that involve established observation inventories. Forty-nine com petencies are identified, and the results of student teacher performance are then discussed and interpreted.
Language Education and Field Experiences
Authors: Hill Susan E.
Published: March 2008

Field experiences structured around a course in Language Arts can provide in- depth opportunities for preservice teachers to interact and learn from chil dren who are exploring language pro cesses. The field-based program de scribed by Hill integrates the current theoretical knowledge of how elemen tary school children develop oral and written language processes with the role of the teacher as researcher and reflec tive practitioner in understanding and planning for effective teaching.
Towards a Critical Theory of Reflective Inquiry
Authors: Ross E. Wayne , Hannay Lynne M.
Published: March 2008

Although reflective inquiry has been pro moted for many years as a progressive and effective method of teaching the social studies, its incorporation into classroom practice remains question able. Ross and Hannay assign part of the blame to those interpreters of Dewey's inquiry model who advocate a procedural or technical rather than a dialectic approach to thinking. Teacher education practices also contribute to the lack of critical reflection existing in schools. Too frequently the rationale for reflective teaching is expounded through expository techniques and a technical inquiry approach.

The authors argue that the university classroom must become not only the venue for transmitting traditional know ledge on teacher education but also a laboratory where such practices are modeled, experienced, and reflected upon. Such a truly reflective inquiry model needs to be firmly grounded in critical theory by incorporating the appli cation of principles, not procedures, in the investigation of social issues.
Future Teachers Recover the Past Through Oral History
Authors: Lauderdale William Burt
Published: March 2008

Lauderdale argues for using oral history to provide insight into the dynamics of being a professional teacher educator. His position is that oral history, as a pedagogical technique, is appropriate to teacher education and can be used in many subject matter disciplines by his torians and non-historians alike.
Writing To Learn in Teacher Education
Authors: Stover Lois
Published: March 2008

Stover develops a research-based rationale for using writing as a teaching strategy in teacher education. She specifies categories of uses for writing as well as principles for developing as signments and includes sample exer cises and student responses to demon strate the power of participating in the writing process.