bluuebunny/crossref_metadata_2025 huggingface dataset:
A Synthesis of Research on the Characteristics of Teacher Educators
Authors: Troyer Marilyn B.
Published: March 2008

Although teacher educators have not been the focus of extensive research ef forts, a body of knowledge about them is beginning to emerge. Troyer sum marizes the research conducted during the past two decades that focuses on teacher educators and suggests areas in need of additional study.
The Current Debate on Teacher Preparation
Authors: Howey Kenneth R. , Zimpher Nancy L.
Published: March 2008

Howey and Zimpher discuss the major arguments for and against teacher prep aration at the baccalaureate and post- baccalaureate levels. Further, they pro pose the implementation of graduate leadership training for experienced teachers, with selected higher education institutions having responsibility for leadership training rather than for initial preparation. The authors conclude the paper by weighing the arguments and outlining the assumptions undergirding existing and proposed teacher prepara tion models, and they assess the poten tial impact of the reform agenda on cur rent teacher education practices and policies.
Lessons for Collaboration between Educational Agencies
Authors: Wu P.C.
Published: March 2008

Wu addresses the topic of school-univer sity collaboration with particular focus on the misconception that collaboration occurs naturally. Unless deliberate effort is expended, successful collaboration will not occur. The author uses a model oftrade between Nepal and Tibet to iden tify the elements of successful collabora tion. To bring theory into alignment with reality, examples are presented from Florida's twelve-year involverrtent in Teacher Education Centers, where uni versities and school districts have col laborated to produce effective staff de velopment programs.
Tomorrow's Teachers for Whom and for What? Missing Propositions in the Holmes Group Report
Authors: Soder Roger
Published: March 2008

The Holmes Group report, Tomorrow's Teachers, focuses on means of teacher preparation, but ignores the underlying issue of the ends of education. Further, the report makes "profession" and deri vative terms central to the analysis, with out defining the terms. Either omission, argues Soder, calls the report's analysis and subsequent recommendations into serious question.
Teaching Students How to Plan: The Dominant Model and Alternatives
Authors: May Wanda T.
Published: March 2008

Rationalistic, technical curriculum making has become the dominant planning model in American education. The basic tenets of technical planning are proferred by May and the problems with rationalis tic processes are highlighted. The author asserts that adopting in teacher education "what is done" in school-based cur riculum design superimposes a technical method, even though alternative, legiti mate, and creative open-ended methods exist for teacher planning. Teacher educa tors should examine those alternatives and explore with prospective teachers the problems associated with Tyler's linear ap proach to planning.
The Supervision of Student Teachers: A New Diagnostic Tool
Authors: Shapiro Phyllis P. , Sheehan Agnes Teresa
Published: March 2008

Most preservice programs include a focus on theoretical understandings of as well as practical approaches to teach ing. To be successful, however, the goals of the student teaching experience must be common to the student teacher, the host teacher, and the faculty supervisor. The focus of this study was the develop ment of a scale for the observation of student teachers that would both pro mote student teacher development and improve the interaction of all three par ties with regard to appropriate and pro ductive teaching behaviors. The new scale is described in the context of a study involving twenty-four student teachers and their associated host teach ers and faculty supervisors. The scale's range of application, validity, and relia bility are discussed as is the scale's re lationship to an existing parallel instru ment. Implications for the improvement of preservice teacher education pro grams are outlined.
Expectations for the Cooperating Teacher Role
Authors: Grimmett Peter P. , Ratzlaff Harold C.
Published: March 2008

Grimmett and Ratzlaff focus on two data comparisons. First, a Canadian study in vestigating triad expectations for the role of the cooperating teacher is re ported and compared with an American study conducted in the 1970s using the same instrument. Second, the findings of these two studies are compared with a different American study conducted at or about the same time as the Canadian one. This cross-study comparison al lows for some understanding of what knowledge about the cooperating teach er role is bound by cultural context, by time, or appears to transcend both time and context. The comparisons drawn suggest a disparity in findings between studies conducted a decade apart. The greatest similarity of findings was found in the Canadian and American studies conducted in the 1980s, indicative of the time-boundness of knowledge or the ad vances made in knowledge since the 1970s. Reinforcing the latter interpreta tion are findings common to all three studies that appear to contribute to a nascent body of knowledge in this area.
Aliteracy: What Teachers Can Do to Keep Johnny Reading
Authors: Decker Barbara Cooper
Published: March 2008

Aliteracy, a term describing people who can read but choose not to, is a growing problem in American society. The de mand for a back-to-basics curriculum, legislation requiring minimum compe tency testing, and other societal changes are explored as causes of aliter acy. Educational strategies to reverse the trend are discussed by Decker.
Reconceptualizing the Debate Over the General Education of Teachers
Authors: Shaker Paul , Ullrich Walter
Published: March 2008

While recent higher education proposals call for widespread reform, teacher educa tion has undergone special scrutiny. Re form proposals vary from increasing the general education background of pro spective teachers to discontinuing the un dergraduate education major. Enlarging any discipline's share of the curriculum, however, is unlikely to prepare better teachers or graduates. What will make a difference, argue the authors, is an in tegrative general education curriculum and reform in the conduct of college teaching across the disciplines, with leadership emerging from schools, col leges and departments of education.
Theory vs. Ideology in the Practice of Teacher Education
Authors: Baldwin Edith E.
Published: March 2008

Educational practice promotes techno cratic beliefs and values to the detriment of society Analyses of structures and processes of society and of higher edu cation reveal the need for a core of inter disciplinary studies in teacher education that would develop critical and reflective capacities in prospective teachers.
High School Reform and the Reform of Teacher Education
Authors: Sizer Theodore R.
Published: March 2008

In this article, Sizer argues that a pre requisite to effective teacher education reform is the involvement of the teacher education community in school reform efforts. Schools of education that avoid sustained involvement in school reform efforts, he asserts, will be perceived by prospective teachers as unresponsive to or even hypocritical about the critical is sues of schooling. He identifies several such issues and posits strategies for ad dressing them.
Equal Opportunity in Teacher Education Programs for the Learning Disabled
Authors: Yanok James
Published: March 2008

College administrators and teacher edu cation faculties currently are confronted with the task of determining how best to respond to the demand for more rigor ous academic standards, while at the same time attempting to modify pro gram requirements to provide an equal opportunity for the learning disabled and other handicapped students. The purpose of this paper is to identify the characteristics of the learning disabled, to examine the underlying legal issues presently affecting teacher education, and to propose equitable guidelines and procedures for ensuring quality preser vice training for the learning disabled.
Educational Platforms, Teacher Selection, and School Reform: Issues Emanating from a Biographical Case Study
Authors: Barone Thomas E.
Published: March 2008

Teachers can become change agents, but only if they adhere to a social recon structionist perspective. Regrettably, most teacher education institutions, ar gues Barone, emphasize social adap tionism; that is, those matriculating through and graduating from "adap tionist" institutions favor methods that reproduce the educational status quo. Through an in-depth analysis of one stu dent's biography regarding how and why she became a teacher education student, the author argues for selection processes that enable the identification of progressivist ideals in teacher candi dates and the creation of programs that sustain those ideals through the initial phases of teaching.
A Skeptical View of Educational Reform
Authors: Romanish Bruce
Published: March 2008

When the assumptions of the educa tional reform movement are examined, they reveal a conservative view of teach ing and schools. Romanish argues that reform must view education in its broadest cultural context and avoid nar row aims. True reform must emerge out of a new educational ethic, one that em powers teachers as transformative intel lectuals.
Teacher Education Reform: Lessons from the Past Half Century
Authors: Bush Robert N.
Published: March 2008

Bush describes several major attempts at reform that have occurred over the past half century. Efforts to restructure teacher education are not new, asserts the author. What we now need is to crit ically examine all of the reports that have been issued and to determine what next steps are warranted based on historical lessons and the current knowledge base.
Changes in Educational Attitudes of Education and Science Arts and Students during Four Years of College
Authors: Skipper Charles E. , Quantz Richard
Published: March 2008

The authors found that Education majors become more progressive in their attitudes toward educational practices after experiencing professional courses and clinical and field experi ences, particularly when those experiences are organized and directed by Education faculty members who hold progressive views. The results contradict often-found conclusions from less rigorously designed studies and suggest that the contradictory findings of different research paradigms may be reflecting the different factors that make up the various attitude constructs.
The Conceptual Basis for Thematic Teacher Education Programs
Authors: Barnes Henrietta L.
Published: March 2008

The case for thematic teacher education programs rests on the assumption that learning to teach requires building elaborate and well-organized schemata that serve to direct teacher action. Barnes discusses the relationship of a theme to program characteristics that are critical to the development of profes sional knowledge schemata.
Two Decades of Research on Teacher Expectations: Findings and Future Directions
Authors: Good Thomas L.
Published: March 2008

Good discusses the types of teacher expectation effects evi denced in the classroom. Particular attention is focused on the research that addresses teachers' expectations for and interac tions with individuals believed to be of high or low potential. Good presents a model for use in understanding the dynamics of expectation communication in the classroom and highlights numerous studies relating teacher expectations with student behavior. The differential treatment of students by teachers is described by the author, with special attention given to how teachers express low expectations. The article concludes with a description of future research directions.
Career Ladders: Messages Gleaned from Experience
Authors: Freiberg H. Jerome
Published: March 2008

The educational reform movement will begin to retreat from its goals if lessons from previous attempts at reforming the educational system are ignored. Career ladder and other incentive programs are meeting a wall of resistance when those teachers and administrators who must implement the programs are systemati cally removed from the initial decision- making process. The ideal scenario involves local districts, teachers and ad ministrators, state departments of edu cation, and university faculty working to gether to design plans that meet the needs ofthe professionals who are most affected by the reforms. Freiberg dis cusses the career ladder literature and describes its implications for teacher educators.
The Dean as Participant Observer
Authors: Bernier Normand
Published: March 2008

Effective leadership in colleges of educa tion is based on the recognition that or ganizations are cultural settings in which symbolic systems influence perception, attitudes, and behavior. The role of a Dean requires ethnographic skills in monitoring organizational realities such as changing symbolic systems, manag ing cultural conflicts, and dealing with conflicting expectations generated by organizational and professional affilia tion.
Reflective Teacher Education and Moral Deliberation
Authors: Liston Daniel P. , Zeichner Kenneth M.
Published: March 2008

Liston and Zeichner discuss the frailties of both the reflective approach and the moral craft orientation, and they elabo rate on the idea of "moral deliberation." They suggest that the reflective and moral craft approaches to teacher educa tion do not recognize the complexity of moral deliberation. Prospective teachers are encouraged, instead, to utilize dis tinct moral principles to examine teach ing issues and to strive to act in morally virtuous ways — to be caring and consid erate, for example — in their interactions with students. The authors describe how a principled approach to teaching and an ethic of caring may be evidenced in a preservice teachers' ability to critically reflect on a specific instructional issue — ability grouping.
Cultural Incongruities and Inequities of Schooling: Implications for Practice from Ethnographic Research?
Authors: Zeuli John S. , Floden Robert E.
Published: March 2008

Ethnographic studies, like all research studies, provide no easy answers about what teachers should do. Zeuli and Floden support that general point by showing the complexities surrounding issues of cultural congruity. Although ethnographic studies sometimes reveal ways in which incongruity contributes to inequity, the research does not imply that teachers should always promote cultural congruity. Unless teacher educa tors understand the problems underly ing endorsements of cultural congruity, they may contribute to the miseducation of future teachers and their students.
Historical Lessons for Teacher Education
Authors: Thompson Manning D.
Published: March 2008

The Holmes Group's report, Tomorrow's Teachers, has captured the attention of the profession and the public in a man ner usually reserved for lay critics of edu cation. An examination of the way edu cational reform has occurred over the centuries suggests that if teacher educa tors reject the Holmes Group now, the power to affect American educational re form will probably remain where it has always been — with outside "experts."
Teaching and Student Thinking
Authors: Wittrock M.C.
Published: March 2008

In this article, Wittrock describes the varied research relating to student cognition and teacher behavior. Specifically, the author outlines how teachers influence studentthinking, which, in turn, influences student achievement. With a cognitive approach, the students' knowledge, beliefs, and attitudes are at the center of any attempt to explain achievement. Research relating to moti vation, attention, comprehension and metacognition is dis cussed by the author. Implications for teachers and teacher educators are explicated.
Teacher Leader Programming
Authors: Rogus Joseph F.
Published: March 2008

Teacher-leader programs are a common graduate option for inservice teachers. In this article, Rogus identifies a rationale for teacher-leader programs, explicates selected findings from the teacher-leadership research, and prof fers suggestions for developing and re viewing teacher-leader programs.
Barriers to the Effective Supervision of Student Teaching: A Field Study
Authors: Richardson-Koehler Virginia
Published: March 2008

Richardson-Koehler reports on a participant observation study of fourteen elementary student teachers. The purpose was to identify the barriers to the improvement ofthe student teaching process faced by university supervisors. The author concludes with suggestions for the improvement of the student teaching experience.
Grade Level as a Factor in Participation during Early Field Experiences
Authors: Killian Joyce E. , McIntyre D . John
Published: March 2008

Killian and Mclntyre detail the differ ences in the participation of elementary and secondary undergraduates as they progressed through a two semester early field sequence. Both groups re corded their activities and their interac tions with students and cooperating teachers on a weekly basis. These re cords indicated that differences oc curred early and persisted throughout the early field components. In general, the elementary majors were more ac tively involved in a variety of teaching activities and were more likelyto engage in discussion of specific teaching and management techniques with their cooperating teachers than were their secondary counterparts. These differ ences are translated into recommenda tions for promoting consistency in the practicum, especially through the im provement of the secondary early field experience.
How Supervisors Think about Teaching
Authors: O'Connell Rust Frances
Published: March 2008

Rust focuses on how preservice super visors think about their practice and how they communicate their knowledge to student teachers. Three key findings emerge from an analysis of journal en tries by university supervisors. First, there is remarkable consistency be tween what supervisors write in their journals and their interactions with their student teachers. Second, there are dif ferences between experienced and new supervisors having to do with supervi sory experience and ability to reflect on and talk about practice. Third, super visors appear to follow a path of profes sional development similar to that iden tified by Frances Fuller with regard to teachers.
Making and Implementing Policy on Teacher Licensure
Authors: McNergney Robert F. , Medley Donald M. , Caldwell Michael S.
Published: March 2008

The authors describe one state's efforts to formulate and implement policy with regard to the licensure (or certification) of its public school teachers. They dis cuss conditions that led to the develop ment of certification policy, the rather unique evaluation system that was de veloped to assess teacher competence, and the assistance provided by the state to those teachers who fail to demon strate the competencies required for cer tification. Consideration is also given to factors that will eventually determine the success or failure of this policy and similar policies in other states.
Alternative Feedback Approaches for Improving Student Teachers' Classroom Instruction
Authors: Freiberg H. Jerome , Waxman Hersholt C.
Published: March 2008

Freiberg and Waxman describe three approaches for providing feedback that have not been widely used but have great potential for improving the class room instruction of preservice teachers. The methods include: (a) feedback from pupils, (b) systematic feedback from classroom observation systems, and (c) self-analysis of classroom lessons. The authors argue that these feedback ap proaches, individually or collectively, provide student teachers, cooperating teachers, and university supervisors with excellent data for strengthening the preservice teaching experience.
Recruitment of Minority Teachers: Issues, Problems, Facts, Possible Solutions
Authors: Spellman Susan O.
Published: March 2008

Spellman addresses issues and prob lems in recruiting minorities into teach ing, including the diminution of minority teacher candidates, the influence of competency tests for admittance to teacher education programs, the academic preparation of teacher candi dates, and the development of pro grams to attract qualified minorities into teacher education.
How Adequate are the Knowledge Base Frameworks in Teacher Education?
Authors: Valli Linda , Tom Alan R.
Published: March 2008

Valli and Tom propose specific criteria for use in assessing knowledge base frameworks. The criteria are explained and then applied to AACTE, NCATE, and NASDTEC documents; to teacher educa tion programs; and to articles prevalent in the professional literature.
Fact or Fancy: The Knowledge Base Quest in Teacher Education
Authors: Ayers William
Published: March 2008

Ayers describes recent efforts to reform teacher education at the University of Illinois at Chicago, and he examines the curricular content of the emerging teacher education program. Further he considers the usefulness of the pursuit of a universal knowledge base for teacher education.
Teacher Beliefs and the Cultures of Teaching
Authors: Brousseau Bruce A. , Book Cassandra , Byers Joe L.
Published: March 2008

Beliefs about teaching, or orientations to teaching, of students in undergraduate teacher preparation programs at Michigan State University (MSU) and experienced classroom teachers are described and contrasted. Brousseau, Book, and Byers suggest that the effects of the "teaching culture" in shaping a teacher's educational beliefs are pervasive enough to span school settings (i.e., urban, suburban, and rural) and to minimize differences between beliefs of male and female teach ers. The only variable that shows a significant effect on the vast majority of beliefs measured was years of experience. The authors conclude that the more experience teachers have in classrooms, the more likely they are to: (a) favor a common curriculum, (b) report believing that students should be given more responsibility, (c) believe that there should be common standards for all students, (d) agree that schools should act as change agents, and (e) reduce their sense of efficacy.
Strengthening the Rationale for Graduate-level Preservice Teacher Education
Authors: Funkhouser Charles
Published: March 2008

The most commonly used rationale for the elevation of preservice teacher edu cation from the undergraduate to the graduate level is to reserve the bac calaureate years for the completion of a well-balanced liberal arts education and an academic major. A more defensible and academically respectable course of reasoning for graduate-level preservice teacher education focuses on the inher ent similarities between the traditional characteristics of graduate studies and preservice teacher education. Given these similarities and the potential ad vantages of graduate-level preservice teacher education, Funkhouser argues that the undergraduate status quo may be difficult to defend in the future.
The Principal's Role in Teacher Preparation
Authors: Frye Helen
Published: March 2008

Success in studentteaching is not neces sarily followed by success in regular teaching. Beginning teachers face a vari ety of difficult problems and many leave the profession after a short period of time. Frye suggests several ways in which school principals can ease the transition from preservice to inservice teaching.
A Reconceptualization of Teacher Education
Authors: Pinar William F.
Published: March 2008

Pinar focuses on the political and cur ricular aspects of reconceptualization. Addressing the issue of "academic bankruptcy" in schools, he examines selected Holmes proposals that serve as a response to the public's disillusion ment. Pinar defends the Holmes propos als, but suggests that they be modified to meet reconceptualist goals. Other wise, it remains to be seen whether the Holmes reforms will fall victim to the current zeal for standardized tests and quantifiable data, or whether the new programs will reflect the ideals of recon ceptualization.
Generations: Reconceptualist Curriculum Theory and Teacher Education
Authors: Grumet Madeleine R.
Published: March 2008

Phenomenological and feminist themes in reconceptualist curriculum theory are used to address the political and social status of teachers and their intellectual preparation for teaching. Arguments are offered for autobiographical studies in education, collaborative modes of learn ing and teaching, and interdisciplinary approaches to liberal arts education.
Reconceptualizing and the Matter of Paradigms
Authors: Schubert William H.
Published: March 2008

Schubert observes that emergent recon ceptualization in teacher education has roots in curriculum studies and in dis course about paradigms of inquiry that has at least a 25 year history in natural sciences, humanities, social sciences, and professional studies. He explores hermeneutic and critical strands of re conceptualization from curriculum liter ature and delineates questions raised for the critique of the empirical-analytic paradigm.
Positioned Reflective Practice: A Curriculum Discussion
Authors: Henderson James G.
Published: March 2008

The normative concept of positioned re flective practice is introduced by first pro viding a brief interpretive analysis of the relationship between language and meaning. Three discursive achieve ments associated with positioned reflec tive practice are identified and exemplified, and the application of this inquiry approach to preservice teacher education is discussed.
First Steps in Developing A Reflective Approach
Authors: Ross Dorene Doerre
Published: March 2008

Ross describes and evaluates the efforts of a teacher educator to introduce teacher effectiveness research to preser vice teachers in ways that support the development of critical reflection.
A Cognitive Self-Direction Model for Teacher Education
Authors: Manning Brenda H. , Payne Beverly D.
Published: March 2008

The authors suggest a theory of cogni tive self-direction (CSD) for teacher edu cation that goes beyond the typical def inition of teacher reflection. This theory is based on higher-order mental function ing, emphasizing cognitive awareness, proactive teaching, teacher-student in teractions, and verbal self-regulation of teaching acts. CSD is translated into teacher education curriculum and methodology.
Freshmen Interest in Teaching: Recent Trends
Authors: Opp Ronald D.
Published: March 2008

Opp analyzes changes in freshmen in terest in teaching using Cooperative In stitutional Research Program data from 1966 to 1988. The changes in freshmen interest in teaching by sex, race, high school grade point average, level of schooling, probable major, and type of institution are examined.
Reconciliation of Data on Aptitude Test Scores and University Grades of Teachers
Authors: Clark James M.
Published: March 2008

National comparisons demonstrate that education students and graduates tend to obtain lower Scholastic Aptitude Test (SAT) scores than noneducation stu dents. Nonetheless some researchers assert that education students also ob tain grade point averages (GPAs) equiva lent to those of noneducation students at the same institutions and based on the same courses. Clark suggests a re conciliation of these two effects. Specifi cally, evidence is presented showing that the universities involved in the GPA studies enroll students with low average SAT scores compared to other univer sities, and also enroll a high percentage of education students. In relatively non- selective universities, education stu dents obtain equivalent GPAsto nonedu cation students while at the same time they score relatively low with respect to national SAT results that include all in stitutions. Implications for future re search and teacher education are consi dered.
Blue Freeways: Traveling the Alternate Route with Big-City Teacher Trainees
Authors: Shulman Judith
Published: March 2008

Through the presentation of selected first person case reports with analytic commentary, Shulman describes some of the problems and dilemmas of three new urban teachers who entered the oc cupation via an alternate route. She highlights the ways in which they were either helped or harmed by the interven tion of their mentor teachers.
A Study in Contrast: Sources of Pedagogical Content Knowledge for Secondary English
Authors: Howey Kenneth R. , Grossman Pamela L.
Published: March 2008

Grossman investigated the influence of subject-specific course- work in the development of pedagogical content knowledge in English through contrasting case studies of six beginning English teachers, only three of whom graduated from teacher education. She describes the differences in the teachers' knowl edge regarding the purposes for teaching secondary English, curricular knowledge, and knowledge of student understand ing.
The Deanship: How Faculty Evaluate Performance
Authors: Matczynski Thomas , Lasley Thomas J. , Haberman Martin
Published: March 2008

Deans are expected to deal with a wide variety of constituent groups. The dean ship is complicated, in large part, because ofthe myriad demands that are a part of the role. Matczynski, Lasley, and Haberman focus on how faculty members evaluate the effectiveness of a dean. A previous study assessed university administrators' perceptions of the dean's role. In this study, the authors examine the significance of the faculty data vis-a-vis a dean's effective ness and discuss implications for future research endeavors.
Recruiting Minority Students: Issues and Options
Authors: Henniger Michael L.
Published: March 2008

Henniger examines selected basic assumptions that relate to minority student recruitment. Those assump tions deal with the nature of the change process, the variety of options institu tions need in order to effectively recruit, and the necessity of cooperative plan ning and program implementation. Four categories of minority recruitment endeavors are discussed and examples of each are provided.
Instructional Suggestions from Abroad Concerning Overseas Teaching
Authors: Mahan James M. , Stachowski Laura L.
Published: March 2008

Mahan and Stachowski conducted inter views with British and Irish head teachers who accept over forty U.S. teaching practicum students into their national schools annually. Data are reported and discussed relative to such teacher preparation concerns as cross- discipline lesson planning, citizenship education, classroom management, and global issues. The authors make suggestions which are directed toward methods instructors, teacher super visors, and student teachers.
Comparing Theories from Textbooks and Practicing Teachers
Authors: Pinnegar Stefinee , Carter Kathy
Published: March 2008

The theories of student learning presented in four current educational psychology texts were com pared with those expressed by 38 cooperating teachers in discussions of teaching practice with pre service teachers. The theories in the texts differed from the teachers' theories in purpose, in language, and in major concepts. The texts focused on explication of the concepts in the formal theories of educational psychology; the teachers focused on explaining how they conceptualize their practice. The interviews with teachers revealed that the tacit learning theories of teachers give prominence to three sets of relationships: (a) responsibility, respect, and rapport; (b) confidence, trust, and suc cess, and (c) interest, honesty, and relevance.
Traditions of Reform in U.S. Teacher Education
Authors: Zeichner Kenneth M. , Liston Daniel P.
Published: March 2008

Four traditions of reform in 20th century teacher education in the United States are described: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is il lustrated with examples from both early to mid-century and contemporary teacher education programs. It is argued that this framework of reform traditions can help clarify some important differences among ideas and practices in teacher education that appear on the surface to be similar.
An Overview of Reform in Holmes Group Institutions
Authors: Yinger Robert J. , Hendricks Martha S.
Published: March 2008

Institutional reform efforts described during the past 3 years in the The Holmes Group Forum, the consortium newsletter, were analyzed. Fifty institutions have described planning and pro gram changes. Six types of reforms are discussed: new connections with faculty in arts and sciences, teacher and school collaborations, professional development schools, internships, pro fessional studies, and new organizational partnerships. Questions needing discussion and investi gation related to these reforms are identified.
Restructuring Teacher Education Through Collaborative Action Research
Authors: Clift Renée , Veal Mary Lou , Johnson Marlene , Holland Patricia
Published: March 2008

Teacher education faculty at the University of Houston are collaborating with the staff at five elementary schools on an action research project. The evolution of the project is traced from its origins in the professional preparation program through the second year of work with the leader ship teams of the schools. Five dimensions of professional learning are identified: leadership, temporal and physical structures, individuals, interpersonal relationships, and synergy. Data from the second year of the project are considered in terms of the five dimensions. Implications of the project for developing a more collaborative, action-oriented approach to teacher educa tion that can be carried through the novice years of teaching and beyond are discussed.
Materials on Reform of Teacher Education in the ERIC Database
Authors: Stewart Dorothy
Published: March 2008

The emphasis in recent literature in the ERIC Database on reform of teacher education pro grams is on analysis and assessment of attempts to initiate reform. Materials in this bibliography were selected from those dealing with reform from a broad perspective rather than those dealing with specific disciplines or states. This bibliography is drawn from the 170 annotations of journal articles and abstracts of documents in an ERIC Resource Review (ERR), entitled "Reform/ Change in Teacher Education 1986-1989," which deals with all aspects of the reform movement, general and specific. The ERR is available for $10, prepaid by check, from the ERIC Clearing house on Teacher Education, One Dupont Circle, NW, Suite 610, Washington, DC 20036.
Values in Pedagogical Content Knowledge
Authors: Gudmundsdottir Sigrun
Published: March 2008

The role of values in the development of pedagogical content knowledge was examined through interviews and classroom observations of four expert high school teachers. Analysis indicated that the teachers' value orientations to their subject matter influenced their choice of content, their use of the textbook, pedagogical strategies, and their perceptions of students' instructional needs. The results suggest that teacher educators need to help prospective teachers understand the influence that values have on the development of pedagogical content knowledge as well as the impact of their own values on their teaching practice.
Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice
Authors: Brickhouse Nancy W.
Published: March 2008

The effect of teachers' beliefs about the nature of science on their classroom practice was exam ined. Three science teachers were interviewed to elucidate their understanding of science and science teaching. To make connections between their thinking about science and their actions in teaching science, each teacher's classes were observed for at least 35 hours. The teachers differed in their views of the nature of scientific theories, scientific processes, and the progression and change of scientific knowledge. Teachers' beliefs about science influenced not only explicit lessons about the nature of science, but also shaped an implicit curriculum concerning the nature of scientific knowledge.
Ensuring Tomorrow's Literacy: A Shared Responsibility
Authors: Nolen Patricia A. , McCutchen Deborah , Berninger Virginia
Published: March 2008

A review of research on reading and writing shows that an increase in understanding of the cognitive processes involved in reading and writing can improve teachers' effectiveness. Forty-eight state departments of education responded to a survey regarding current certification for teaching reading and writing at elementary, secondary, and adult education levels. Findings indicated that requirements are minimal. Teacher educators are urged to increase program requirements within their institutions and to work with states to increase certification requirements sufficiently to dis seminate advances in knowledge of reading and writing processes and thereby improve educational practice.
Legislated Limits on Certification Requirements: Lessons from the Texas Experience
Authors: Warner Allen R.
Published: March 2008

The passage of Texas Senate Bill 994 in 1987 limited professional education courses to no more than 18 semester hours for initial certification and eliminated undergraduate degrees in educa tion. The events leading to this policy decision are described, and the implications of this action for other states are considered. It is suggested that, to avoid such action in the future, teacher educators must collaborate on the development and advocacy of a knowledge base for teaching, create coalitions within universities and with the organized teaching profession, insist on strong standards, and provide national leadership for the advancement of teacher education.
A Comparison of Two Methods of Direct Instruction of Preservice Teachers
Authors: Klesius Janell P. , Searls Evelyn F. , Zielonka Paula
Published: March 2008

Two methods of delivering direct instruction were compared. Thirty-seven randomly selected juniors enrolled in a reading methods course were trained to use the Directed Reading Activity (DRA) delivered by lecture and discussion and were compared with 37 juniors instructed with videotape and simulation on their classroom teaching performance measured by a systematic observation in strument. Although there were no short-term differences in the performance of the two instruc tional groups, those instructed with videotape and simulation retained and used the information better over a longer period.
Cognitive Modeling and Self-Efficacy: Effects on Preservice Teachers' Learning of Teaching Strategies
Authors: Gorrell Jeffrey , Capron Earl
Published: March 2008

Undergraduate students (N = 93) were presented with two phases of training in teaching a child to find the main idea of a paragraph. Phase 1 provided instruction in either a cognitive modeling mode or a direct instruction mode; phase 2 provided a skill-demonstration video with either self- efficacy commentary accompanying the demonstration or task-oriented commentary. A 2 (low self-efficacy vs. moderate self-efficacy) x 2 (cognitive modeling vs. direct instruction) x 2 (self- efficacy vs. task-oriented commentary) MANOVA performed on written protocols revealed sta tistically significant main effects favoring cognitive modeling and self-efficacy groups in apply ing the strategies that were taught. Also, the cognitive modeling groups made more references to teacher activity, and the self-efficacy groups made more references to student activity in their protocols.
Seeing It Their Way: What Children's Definitions of Reading Tell Us About Improving Teacher Education
Authors: Bondy Elizabeth
Published: March 2008

The purposes of this article are to describe the results of an investigation of first-grade students' definitions of reading and to suggest implications of the study for teacher educators. A 4-month long naturalistic study was conducted in one first-grade classroom. Analysis of observations, interviews, and documents revealed that students in the low- and high-reading groups constructed different understandings about the nature and purpose of reading. Students' definitions of reading were the result of interaction between their prior knowledge about reading and the reading experiences they had in the classroom. The study's implications for teacher educators are discussed.
Teachers' Workplace Meets The Professors of Teaching: A Chance Encounter at 30,000 Feet
Authors: Kagan Dona M.
Published: March 2008

In Teachers' Workplace, Rosenholtz presents evidence suggesting that teachers' attitudes and behaviors are direct results of the social organization of their workplace. She describes low- consensus schools, where the many uncertainties in classroom teaching lead to isolation and pluralism, and high-consensus schools, where teachers solve problems collaboratively and, in the process, define common goals and desirable teaching methods. In The Professors of Teaching, education faculty emerge as a highly fragmented, pluralistic group, strikingly similar to the teachers Rosenholtz describes in low-consensus schools. Although some degree of pluralism is inherent in the nature of the professoriate, teacher education as a professional field may be unique in its extreme ill-structuredness. Teacher educators, like K-12 teachers in low-consensus schools, may be driven by the uncertainties of their work to the same coping mechanisms: isola tion and self-defensiveness. The task of restructuring teacher education appears to entail trans forming colleges of education into high-consensus schools. The deeply problematic nature of such a transformation is discussed.
Preparing American Secondary Social Studies Teachers to Teach with a Global Perspective: A Status Report
Authors: Merryfield Merry M.
Published: March 2008

Although many states and school systems have taken steps to address the need to develop stu dents' global perspectives, lack of teacher preparation is a major obstacle. This study identified 30 teacher education programs in the United States that prepare secondary social studies teachers to teach with a global perspective. Program characteristics, content, strengths, and implications for the movement for global education are discussed. There seems to be a consensus that global education must include knowledge of cultural universals and diversity, global systems, and global issues. Most teacher education in global perspectives, however, is characterized by brief inservice presentations that are relatively weak in such subjects as history, the environment, and technology.
Three Conceptions of Ethics for Teacher Educators
Authors: Nash Robert J.
Published: March 2008

Applied ethics courses in education emphasize an analytical or rules/principles ap proach to resolving ethical dilemmas. Two other fruitful approaches, character/struc ture and background beliefs/ideals, tend to be ignored or minimized in these courses. Every applied ethics course should include rigorous preparation in all three approaches if teachers are to appreciate fully the complexity of ethical decision making. This essay attempts to restore a balance among the three approaches.
The Comparability and Adequacy of Financial Support for Schools of Education
Authors: Ebmeier Howard , Twombly Susan , Teeter Deborah J.
Published: March 2008

Three questions are addressed: (a) Has funding, in both constant and real dollars, for schools of education changed over the last 10 years? (b) Where do schools of education stand relative to other academic units with respect to funding? and (c) Has this rank changed over time? Results from data collected from six major research universities over the last 10 years indicate that schools of education do not hold a favorable position in the research university. With minor exceptions they are the lowest funded unit on campus and have lost ground over the last 10 years in both constant dollars and in relation to the majority of other disciplines. The results from this study raise questions about the ability of schools of education to afford major revision efforts that might result in better prepared teachers and administrators.
Expert and Novice Teacher Decision Making
Authors: Westerman Delores A.
Published: March 2008

The thinking and decision making of expert and novice teachers were compared before, during, and after teaching. The novices were five student teachers, and the experts were their five cooperating teachers in a suburban elementary school. Audiotaped planning interviews, videotapes of lessons, stimulated recall interviews, post-teaching interviews, delayed self-reports, and relevant printed materials were analyzed us ing the constant comparative method. The expert teachers thought about learning from the perspective of the student and performed a cognitive analysis of each learning task during planning, which they adapted to the needs of students during teaching. In contrast, novices used specific lesson objectives to form structured lesson plans that they did not adapt to meet student needs during teaching. Models for expert and novice teacher decision making are proposed, as well as implications for teacher education.
Worldwide Issues and Problems in Teacher Education
Authors: Leavitt Howard B.
Published: March 2008

A number of issues and problems in teacher education are mentioned so frequently by educators in countries around the world that they can truly be termed world problems of teacher education. These universal issues are described in general terms and then discussed in the context of each of 16 countries. The world's most prevalent issue is teacher education's uneasy relationship with the university and school system. Caught in the middle between entities with radically different perspectives, teacher educators must find the balance between discipline-oriented subject matter and practical professional preparation, between research that is aimed at producing new knowl edge and practical policy, and between faculty members oriented toward theoreti cal and practical matters. Other world issues include inservice education, recruit ment, governance, professionalism, and one which, although not directly relevant to the U.S., has enormous implications for the education of foreign students and technical assistance abroad. This issue concerns how to develop indigenous teacher education while modifying or eliminating unwanted foreign influence.
Beyond Dogma: Teacher Education in the USSR
Authors: Kerr Stephen T.
Published: March 2008

Teacher education in the USSR has since 1985 increasingly moved away from a pattern of highly centralized control and inflexible ideology. Social and political changes have engendered changes in the educational system, including changes in how teachers are initially prepared and provided with inservice training. Two new approaches to teacher education are surveyed here. The first, a program of preservice training, proposed in 1991 by the Ministry of Education of the Russian Republic (RSFSR) would provide teachers-to-be with more varied options as they ready themselves for teaching. The second, a seminar program run by an independent group called the Eureka Open Pedagogical University, focuses on providing current teachers with new images and models of teaching practice. Such approaches, and more like them, will be needed to enable Soviet schools to surmount the serious obstacles that remain.
Highlights of the Fifth Annual TTRA Conference Williamsburg, Virginia, September 8-11
Authors: Dicke Karen P.
Published: March 2008

The following paragraphs briefly summarize the Fifth Annual Conference of The Travel Research As sociation held in Williamsburg, Virginia. The confer ence was attended by over 225 registrants. They came from 36 states, Washington, D. C., 7 Canadian prov inces, the Bahamas, Bermuda, England, Netherlands, Ireland, Wales, Jamaica, Mexico, and Germany. Con ference registrants and members of TTRA will auto matically receive a copy of the conference proceedings when they are published. Other readers who wish to receive a copy of the proceedings are urged to use the blank on page 13 to order a copy.
Who Uses Highway Welcome Centers?
Authors: Muha Steven
Published: March 2008

Highway welcome centers are operated in most states. This article investigates visitors to these welcome centers and discusses their demographic and expenditure patterns. Comparisons are made to nonwelcome center visitors in terms of trip and traveler characteristics. The differences in a first-time visitor and a repeat visitor are also analyzed.