bluuebunny/crossref_metadata_2025 huggingface dataset:
Explicit Teaching and Teacher Training
Authors: Rosenshine Barak
Published: March 2008

Direct instruction skills are an important part of the instruc tional repertoire of an effective teacher. Rosenshine describes the steps of the direct instruction process and then discusses how teacher educators might teach those steps to prospective teachers.
Teaching Thinking: The Pervasive Approach
Authors: Parker Walter C.
Published: March 2008

Two thinking strategies, concept forma tion and dialectical reasoning, are de scribed. Each seeks the development of students' intellects while helping them learn content. Both have been field- tested with preservice and inservice teachers and appear to satisfy several requirements ofteachers' daily practice.
Measurement Training for School Personnel Recommendations and Reality
Authors: Schafer William D. , Lissitz Robert W.
Published: March 2008

Using evidence from a national survey and earlier literature, Schafer and Lissitz note that the time spent by teachers in assessment activities is not reflected in their evaluation skills nor in their prep aration programs. Prospective teachers receive limited preparation in assess ment procedures despite the existence of well-developed recommendations from professional groups vis-a-vis as sessment objectives for preprofessional training. The authors suggest that cur ricular change be evidenced in teacher preparation programs to ensure that teachers have adequate assessment skills.
Curriculum Decision Making in Teacher Education: Policies, Program Development, and Design
Authors: Short Edmund C.
Published: March 2008

The processes of curriculum policymak ing and program development in teacher education are outlined by Short. A series of tasks and decisions related to these processes are derived from re search and practice in the field of curric ulum studies and are described in the context of teacher education. The signifi cance of design criteria and the use of a unifying concept or theme in curricu lum planning in teacher education are explored.
Reflective Teachers: Tensions between Abstractions and Realities
Authors: Wildman Terry M. , Niles Jerome A.
Published: March 2008

The theme of teacher as reflective prac titioner has become an important rally ing point in current efforts to reform teaching. Wildman and Niles discuss the rhetoric of reform and balance it against the realities of promoting teacher reflec tion. The authors caution that reform ef forts will fail if crucial conditions for reflection are disregarded.
How Do University Administrators Evaluate Education Deans?
Authors: Lasley Thomas J. , Haberman Martin
Published: March 2008

Lasley and Haberman conducted a sur vey of higher education central adminis trators to determine what criteria they use to evaluate college of education deans. Respondents were requested to identify what criteria are used in dean ship evaluations and to specify the level of importance of each criterion in mak ing an overall assessment of the dean's performance. The implications of the criteria are discussed in light of extant political activities and in terms of future policymaking.
The Relationship between Teaching Thomas J. Hummel Experience and Satisfaction with Sharon M. Strom Teacher Preparation
Authors: Hummel Thomas J. , Strom Sharon M.
Published: March 2008

Hummel and Strom examine the relationship between teaching experience and perceptions of the quality of training programs. Three surveys of graduates with 0 to 2 years experience resulted in a four by three crossed design. Significant teaching experi ence effects were obtained for all five clusters of teacher com petencies and for general outcomes. No interaction effects were significant. The effect ofteaching experience suggests attention to when follow-ups are conducted and how data are analyzed.
Relationships among Academic Performance, Basic SkillsSubject Matter Knowledge, and Edith Guyton Elizabeth Farokhi Teaching Skills of Teacher Education Graduates
Authors: Guyton Edith. , Farokhi Elizabeth
Published: March 2008

Guyton and Farokhi examine the question of whether success ful academic performance assures good teaching. Academic performance variables of graduates of teacher education pro grams at one large university were correlated with on-the-job performance assessments. Several trends in teacher education policies are not supported by the authors' research. These trends are discussed and the implications for teacher educators highlighted.
What Is It.? How Might It Be Measured? Mark D. Schalock Can It Be Warranted?
Authors: Schalock Mark D.
Published: March 2008

Evidence is growing regarding vari ations in the abilities of teachers to foster student learning. Based on that evi dence, Schalock discusses the concept of teacher productivity and whether teacher warranties should be issued by teacher preparation institutions.
Implementing an Innovative Program: Staff Development and Teacher Classroom Performance
Authors: Vaughan Eva D. , Wang Margaret C. , Dytman Joan A.
Published: March 2008

A post hoc study examined the implementation of an innovative program by 42 teachers in four school districts over three years immediately following the establishment of a systematic im plementation support system. Implementation varied over the years and from Fall to Wnter/Spring within years. Both the level of implementation and changes over time varied for different program features and at different sites. Implications for inservice training and preservice teacher education are discussed.
Relationships between PPST and ACT Scores and Their Implications for the Basic Skills Testing of Prospective Teachers
Authors: Aksamit Donna , Mitchell James V. , Pozehl Bunny J.
Published: March 2008

Canonical correlation analysis and application of double cross validation procedures provide evidence of significant shared variance between the PPST and ACT. The authors question the need for students to take both the ACT and PPST and present suggestions for alternatives to such a requirement.
Differences between Self- Perceived Job Expectations and Job Realities of Beginning Teachers
Authors: Marso Ronald N. , Pigge Fred L.
Published: March 2008

The primary purpose of this study was to ascertain the extent to which 24 working conditions impacted upon the self-per ceived reality shock of four groups (N = 211) of beginning teachers (elementary, secondary, specialized, and special edu cation) who were teaching in three types of schools (rural, urban, and suburban). For only two working conditions were the teachers' reality ratings more positive than their expectation ratings: help from other teachers and observations by adminis trators. Beginning secondary teachers reported more reality shock than did the elementary teachers; teachers employed by urban schools reported more than those employed by rural or suburban schools. Suburban teachers expressed more disap pointment with the rapport and respect of students than were their urban and suburban counterparts. Elementary, secondary, and special area teachers reported different sources of disap pointment in their first year of teaching.
A Model for Recruitment and Retention of Minority Students in Teacher Preparation Programs
Authors: Middleton Ernest J. , Mason Emanuel J. , Stilwell William E. , Parker William C.
Published: March 2008

The authors provide a comprehensive model for planning, implementing, and maintaining an institutional effort to re cruit and maintain minority students in teacher education programs. Significant factors in planning a recruitment pro gram and suggestions for making the recruitment model institution-specific are discussed. Activities are suggested for each of the eight functions in the model.
Toward a Conceptualization of Mentoring
Authors: Anderson Eugene M. , Shannon Anne Lucasse
Published: March 2008

Anderson and Shannon argue that effec tive mentoring programs must be grounded on a clear and strong concep tual foundation. Such a foundation in cludes a carefully articulated approach to mentoring which would include de lineation of: a definition of the mentor ing relationship, the essential functions of the mentor role, the activities through which selected mentoring functions will be expressed, and the dispositions that mentors must exhibit if they are to carry out requisite mentoring functions and activities.
Effective Intern Conferencing
Authors: O'Shea Lawrence J. , Hoover Nora L . , Carroll Robert G.
Published: March 2008

The authors examine specific proce dures for conducting pre- and postob servation conferences with interns. The Supervision Throughput Model (STM) presented here assumes the use of selected interpersonal communication skills and details specific steps for carry ing out collaborative, goal-oriented con ferences. The idea of a "throughput" is drawn from industry and refers to in ternship programs as a structured expe rience or process that student interns enter as novices. As students are "put through" the internship, skillful super visors and directing teachers guide the student in developing the pedagogical knowledge, skills, and self-evaluative posture of a professional teacher. By the time they exit the internship, students' skills, self-concept, and status have ad vanced to that of a beginning teacher.
Cooperating Teachers and the Changing Views of Teacher Candidates
Authors: Bunting Carolyn
Published: March 2008

As the public school setting becomes increasingly more important in the socialization of candidates for the teach ing profession, questions arise as to the influence emerging from this context. Bunting examines the effects of student teaching for a sample of candidates placed with cooperating teachers who hold varying educational views. Results demonstrate a relation between the views of cooperating teachers and the changing perspectives of teacher candi dates.
The Principal as Teacher Educator
Authors: Hord Shirley M.
Published: March 2008

Effective principals are actively engaged in their teachers' career-long education and the improvement of instructional performance. Ineffective principals per form neither key leadership task well. Programs to prepare would-be effective principals for the role of teacher educa tor are lacking in substance and in effec tive delivery systems. Providers of pro fessional development programs for principals, argues Hord, can and should influence both the content and the proc ess of program development and pro duce more promising programs.
A Case Study of the Impact MINORITIES of Performance-Based Testing on the Supply of Minority Teachers
Authors: Smith G. Pritchy , Miller Martha Chang , Joy Janice
Published: March 2008

Florida's extensive testing program ap pears to be counterproductive to in creasing the number of minority teach ers. The high school diploma test, the ACT/SAT, university and teacher educa tion admission score requirements, the "rising junior" test, and teacher certifica tion examinations represent serious ob stacles to minority students who aspire to a career in teaching.
Minority Teacher Education: MINORITIES Recruitment and Retention Methods
Authors: Case Charles W. , Shive R. Jerrald , Ingebretson Karen , Spiegel Virginia M.
Published: March 2008

The Government Relations Committee of ACSESULGC/APU surveyed member institutions on minority teacher educa tion recruitment and retention methods. Case and his colleagues review perti nent literature and present survey re sults that underscore the importance of commitments to funding scholarships, offering support services, providing ethnic opportunities, and hiring minor ity professional staff. These components are necessary to provide the psycholog ical environment and economic means to facilitate effective minority recruit ment and retention programs.
A Curriculum Response to the Knowledge Base Reform Movement
Authors: Henderson James
Published: March 2008

Shulman's reform proposal for teaching and teacher education, which is built on a knowledge-base assumption, is cri tiqued with reference to selected curric ulum guidelines and their application to a preservice seminar on reflective pro fessional development. The author argues that no model or language of teaching should be taught without due respect for students' assessments con cerning their professional growth, with out due consideration of our teacher education heritage, and without regard for the problematics of reflective prac tice.
Professional Practices Boards for Teachers
Authors: Shive J. Jerrald
Published: March 2008

Shive describes and analyzes the cur rent status of professional practices boards for teaching. The questions of assessment for entry into the profes sion, interdependence of certification and teacher preparation programs, and national versus state professional prac tices boards are examined. Implications of such boards forthe state of the profes sion including improving minority rep resentation in teaching, establishing high standards for practice, and improv ing public confidence in teachers are also considered.
A New Paradigm for Teacher Licensure: Oregon's Demand for Evidence of Success in Fostering Learning
Authors: Del Schalock H. , Myton David V.
Published: March 2008

Schalock and Myton assert that the pur pose of teacher licensure is protection of the public from incompetence. Meas ures of knowledge of subject matter and teaching skills are insufficient basis for licensure and fall short of the public's expectation that teachers foster pupil learning. Oregon's new standards for teacher education attempt to address these weaknesses.
The Role of Library Research Instruction in Developing Teachers' Problem Solving Skills
Authors: O'Hanlon Nancy
Published: March 2008

O'Hanlon explores how library research skills, critical thinking abilities, and prob lem-solving skills can be developed in preservice programs. The utility of the guided design methodology for strength ening these skills is discussed and illus trated.
Reconceptualizing Teacher Preparation: Institutions and Ideologies
Authors: Beyer Landon E.
Published: March 2008

Beyer analyzes an attempt to put into practice a critically-oriented program of teacher preparation emphasizing the na ture of educational studies as a liberal field of inquiry. The article documents the institutional and ideological con straints on this process and raises ques tions about the ways in which a college culture affects curricular reforms. Fi nally, Beyer provides evidence of the ways in which educational debates are affected by tacit, hegemonic tendencies.
Gender Issues in Teacher Education
Authors: Jones M. Gail
Published: March 2008

Jones examines the influence of gender bias on classroom interactions. Sixty teachers were observed using the Brophy-Good Teacher-Child Dyadic In teraction System to code classroom in teractions. Teacher experience was then analyzed in relation to gender differ ences in classroom interactions. Teach ers of all levels of experience were found to interact more with male students than with females. The nature of and differ ences in interactional patterns are examined. Reform in teacher prepara tion with regard to educational equity is discussed.
From Innocence to Inquiry: A Social Reproduction Framework
Authors: Farber Paul , Wilson Paul , Holm Gunilla
Published: March 2008

Prospects for reform in teacher educa tion are limited by prevailing views of the function of schooling. The authors argue that the concept of education as social reproduction illuminates prac tices in teacher education (particularly in reading instruction) that foster stu dent failure and inequality. They assert that the social reproduction framework can have practical significance in re orienting all teacher education practices.
Teacher Education and Teacher Reflectivity
Authors: Bullough Robert V.
Published: March 2008

Bullough describes the efforts of a small group of teacher educators to develop a program emphasizing reflectivity. To make reflectivity meaningful and useful for program development purposes, it must be grounded in a conceptual framework. In the quest to produce such a framework four questions were iden tified by the faculty. Each question is ad dressed in the article. Significant lessons learned about the program develop ment process are shared.
A Reflective Approach to the Methods Practicum
Authors: Ferguson Patrick
Published: March 2008

In an effort to help prospective teachers translate theory into practice through re flective teaching, students enrolled in a social studies methods course were linked with master teachers through a cooperative teaching practicum. Fergu son introduces Joyce and Showers' model for effective teacher training, dis cusses reflective teaching and coopera tive team learning, describes the course procedures, and appraises the out comes of the project.
Teacher Education Students' Preconceptions of Teaching
Authors: Weinstein Carol S.
Published: March 2008

Weinstein examines teacher education students' expectations about future teaching performance, their explanations for their predictions, and their descriptions of good teaching. Students tend to engage in "unrealistic optimism" and to demonstrate self-serving biases, perceiving as important for teaching those attributes that they themselves possess. When describing "a really good teacher," students emphasize interpersonal/affec tive variables and downplay academic dimensions ofteaching. These descriptions are compared with those of inservice teach ers. Results indicate that inservice teachers also tend to em phasize interpersonal/affective variables.
Perspective Taking and Teacher Effectiveness: A Connecting Thread Through Three Developmental Literatures
Authors: O'Keefe Patti , Johnston Marilyn
Published: March 2008

Studies on teacher effectiveness and teacher thinking abound. Research on teacher development has received far less attention. Yet such studies offer a way to explain the behavioral differ ences captured by descriptive studies. O'Keefe and Johnston combine three as yet unrelated developmental literatures and suggest a theoretical explanation for differences in one measure of effec tiveness — teacher responsiveness to students. Their review has implications for how teacher educators think about teacher effectiveness and teacher educa tion.
Peer Teacher Education Programs
Authors: Peseau Bruce A. , Tudor Robert L.
Published: March 2008

How do teacher education deans know they have minimally adequate resources to provide quality progams? Howcan com parisons of program resources be made, and what are the key variables to compare? Peseau and Tudor address these ques tions and suggest cluster analysis as a technique for use in preparing a rationale for obtaining a fair share of a university's resources. Teacher education deans, suggest the authors, could evaluate the pairings of the programs within their cluster, and with programs in other clusters.
Technology in Teacher Education
Authors: Brooks Douglas M. , Kopp Thomas W.
Published: March 2008

Teacher educators have a professional responsibility to experiment systemati cally with applying existing and emerg ing technologies to teacher training. A recent review of research on the applica tions of technology to teacher education indicates that major program themes are being overlooked in the research that is being done. Factors exist that are re stricting experimentation. Brooks and Kopp argue that a systems approach to teacher education program design should help organize and encourage systematic investigations of technology in professional education. Critical ques tions need to be asked if planning for technology in teacher training is to op timize faculty and financial resources.
Technology-Mediated Laboratory Experiences and the Development of Clinical Reasoning in Novice Teachers
Authors: Copeland Willis D.
Published: March 2008

Copeland presents a proposal forthe de velopment of a genre of pre-student teaching laboratory experiences in tended to assist novice teachers in the development of their clinical reasoning. These experiences would be composed of highly interactive, technology- mediated simulations and a set of ac tivities intended to encourage reflection on the student teacher's experience with the simulations. Contributions to this de velopment, such as experiences from the cognitive sciences, artificial intelli gence, research on teacher cognition, re search on classroom teaching, and learning and computer simulations, are explored.
Interactive Video Technology in Teacher Education
Authors: O'Sullivan Mary , Stroot Sandra , Tannebill Deborah , Chou Chien
Published: March 2008

Interactive video technology is being applied as an instructional strategy in various ways in education. It is a particu larly powerful technology when working with sport and human movement. O'Sullivan, Stroot, Tannehill, and Chou outline some applications ofthetechnol ogy in education; the final section de scribes development of an interactive video instructional package for use in skill analysistraining in a physical educa tion teacher preparation program. The authors suggest this medium holds great potential for assisting physical education teachers in learning to dis criminate appropriate and inappropriate elements of skill performance, thereby enabling them to provide appropriate feedback to students and improve per formance.
Preparing Teachers to Work with Culturally Diverse Students: A Teacher Education Model
Authors: Davis Nancy , Cabello Burstein Beverly
Published: March 2008

With the increasing population of cultur ally diverse students, particularly in urban areas, and given ourfailureto pro vide successful school experiences for those students, there is a critical need for teacher education programs to equip teachers with knowledge and skill to work with the culturally diverse. Burstein and Cabello describe a teacher education program that is specially designed to prepare teachers to work with the increasingly diverse student population in urban settings. The pro gram is grounded on the assumption that teachers must be able to make com plex decisions, based on their beliefs, knowledge, and understanding of cul tural diversity. The program focuses on four levels of teacher development to facilitate appropriate decisions about teaching culturally diverse students: (a) awareness, (b) knowledge, (c) acqui sition and maintenance of skills, and (d) reflection. The authors describe the implementation of the model in one course, and discuss the initial effects of the program on teachers' beliefs, knowl edge, and teaching practices with cultur ally diverse students.
Social Class, Race, and School Achievement: Problems and Prospects
Authors: Ornstein Allan C. , Levine Daniel U.
Published: March 2008

Ornstein and Levine provide documen tation regarding the relationship be tween the socioeconomics of students' lives and their subsequent capacity to perform effectively in school contexts. Research aimed at understanding and prescribing methods of overcoming the problems of urban low achieving stu dents is discussed in the form of class room and extra-classroom realities. The authors then suggest selected re form measures for ameliorating those realities that plague urban schools.
A Questioning Strategies Training Sequence: Documenting the Effect of a New Approach to an Old Practice
Authors: Harms Thema , Woolever Roberta , Brice Richard
Published: March 2008

A two-hour training sequence based on Tough's categories of children's functional use of language was found effective in decreasing the percent of reporting questions asked by student teachers conducting discussion lessons, as compared to un trained student teachers. The training regimen also increased the percent of logical reasoning, predicting, and projecting questions asked by the student teachers. Implications for teacher education programs are discussed by the authors.
Teacher Preparation
Authors: Hawk Parmalee P. , Schmidt Mary W.
Published: March 2008

Alternative certification is a topic of criti cal importance to teacher educators and the general public. Hawk and Schmidt examined the differences between two groups of teachers, one prepared through a traditional teacher prepara tion curriculum and the second pre pared through a lateral entry (or alterna tive) certification program (LEP), which involved a year of academic and field- based study. The authors found that LEP participants are as competent in the school classrooms and as successful on NTE exams as traditionally prepared stu dents. The findings also suggest that those with undergraduate disciplinary majors do not demonstrate greater con tent knowledge on the NTE exams than education majors who pursue similar fields for certification.
Education Deans as Collaborative Leaders
Authors: Geiger John
Published: March 2008

Of all the decisions facing education deans, high on the list is the choice of a leadership model. Geiger suggests a collaborative approach, urging deans to cultivate input and craft harmony within and among the school, the university, and the organized teaching profession. He argues that collaboration offers the best opportunity to enhance recent suc cesses and at the same time focus resources on correcting failures.
Education Deans Respond to Mandated Program Changes
Authors: Riggs Robert O. , Huffman Suzane B.
Published: March 2008

Reform mandates are forcing education deans to confront a variety of new issues and problems. Riggs and Huffman discuss the new directions evidenced in the reform movement and describe the lack of direct involvement of teacher educators in the reform debate. The authors also investigate the perceptions of deans toward different components of proposed education reform plans.
The Thinking Teacher: Cultivating Pedagogical Intelligence
Authors: Rubin Louis
Published: March 2008

Rubin examines the issue of pedagogi cal intelligence. He notes that it is not what expert teachers do, but rather the ways in which they decide what to do that makes the difference in instruc tional effectiveness. The evolution of pedagogical intelligence takes time. It is not something that emerges automati cally. Rather, it develops through the process of confronting instructional dilemmas and necessitates a consu mate understanding of the classroom milieu. Rubin describes how teacher educators can help in fostering peda gogical intelligence and provides specific instances of practices being tried cur rently by practitioners in several states.
Teacher Preferences for Training and Compensation for Field Supervision
Authors: Korinek Lori A.
Published: March 2008

Despite the importance placed on qual ity field experiences in teacher prepara tion, little attention has been focused on optimal training and compensation for cooperating teachers who supervise student teachers. In a time of increasing expectations for supervisors and diminishing resources for colleges/ universities, the most meaningful and cost-effective forms of training and rewards must be identified to support the efforts of field-site personnel. Korinek presents and discusses the results of original and related research on cooperating teachers' preferences for various types of compensation and training related to studentteacher super vision.
Theme: Teachers' Beliefs
Authors: Bolin Frances S.
Published: March 2008

This article provides an in-depth study of one student during his two semesters of student teaching in a graduate preservice program. Data for the study were drawn from the student's dialogue jour nals, documents, interviews with supervisors, and observation and interview of the student during his first year of teaching. The interpretive focus is on how a program designed to prepare deliberative teachers can serve a student who resists reflective thinking. Findings suggest that although the dialogue journal provides an effective index of student thinking, it must be used appropriately by supervisors and may need to be supplemented with other tools for development of reflective thought, such as the personal journal.
Gifted Education and the Deskilling of Classroom Teachers
Authors: Sapon-Shevin Mara
Published: March 2008

Regular classroom teachers were interviewed about their perceptions of the development of a pullout gifted program in their district. Teachers' satisfaction with the selection process, their interactions with parents about the gifted program, and the ways in which the gifted program affected their conceptions of giftedness and of their own classrooms were examined. The article explores the extent to which the labeling process required teachers to accept, interpret, and justify a largely externally- made decision that affected teachers' classrooms. The article concludes with a discussion of the ways in which discrete gifted programs and teacher education programs that prepare gifted teachers may contribute to the deskilling of regular classroom teachers and a diminished sense of their ability and responsibility for meeting the educational needs of all children within heterogeneous classrooms.
Making Subject Matter Part of the Conversation in Learning to Teach
Authors: Feiman-Nemser Sharon , Parker Michelle B.
Published: March 2008

Conversations between four mentor and four novice teachers were analyzed to discover how they discussed issues about the teaching and learning of content. The four cases were drawn from a larger set of conversations that were part of the data gathered in a study of two different first- year teacher programs—an induction program and an alternative certification program. Analy sis of the conversations revealed a range of ways that mentors dealt with novices' understanding of subject matter, including presenting subject matter directly, indirectly, assuming adequate subject-matter knowledge, and ignoring it. The conversations are discussed in relation to four aspects of learning to teach academic content: (a) deepening one's understanding of subject matter, (b) learning to think about academic content from the students' perspective, (c) learning to represent subject matter in appropriate and engaging ways, and (d) learning to organize students for teaching and learning academic content.
Five Attributes of a Teacher Education Program Knowledge Base
Authors: Galluzzo Gary R. , Pankratz Roger S.
Published: March 2008

Prominent researchers in teaching and teacher education have advocated the development of a formal knowledge base to guide program design in teacher education. The National Council for Accreditation of Teacher Education's recent adoption of an accreditation standard requiring that teacher education programs be based on essential knowledge forces teacher educators to specify the knowledge base for their programs. To assist teacher educators in defining a knowledge base for their programs, five attributes of a knowledge base are described: a set of beliefs, an organiz ing theme, program outcomes and evaluation processes, a bibliography of essential references, and a program model.
The RATE Study: The Faculty
Authors: Ducharme Edward R. , McManus Kluender Mary
Published: March 2008

For 3 years, teacher education faculty from 80 institutions have been surveyed by the Association of Colleges for Teacher Education. Results indicate that faculty responding to the questionnaire were predominantly White males, around 50 years old, who were likely to remain in their current positions. Nearly all teacher education faculty had prior experience in the lower schools, and the majority reported ongoing work in schools. Publication rates were comparable to faculty in higher education generally.
Helping Teachers Prepare to Work in Restructured Schools
Authors: Murphy Joseph
Published: March 2008

The movement to restructure schools has important implications for preparing teachers to work successfully in these schools. The central elements of restructured schools include decentraliza tion and site-based decision making, the redesign of teacher work, different resource allocation patterns, and improvement in the process of teaching and learning. These characteristics suggest that prospective teachers must have more extensive preparation in organizational theory, human relations, and the politics of education to teach in restructured schools. Prospective teachers also need to acquire knowledge and skill in diverse instructional methods that develop students' motivation to learn and their ability to reflect.
Developing a Global Perspective: Strategies for Teacher Education Programs
Authors: Bruce Michael G. , Podemski Richard S. , Anderson Carrel M.
Published: March 2008

Developing cultural sensitivity and a sense of our global interdependence is a challenge to all educators. A professional global perspective is needed to broaden the study of education and the search for solutions to educational problems. To ensure that teachers develop the knowledge and skills necessary to promote the development of a global perspective in their students, it is recom mended that a global perspective be incorporated throughout the teacher education curriculum rather than added in a few courses. Suggestions are given for developing an enhanced global perspective through general studies, foundations of education, curriculum and instruction, and clinical experiences.
Exploring Personal Teaching Metaphors in Preservice Teacher Education
Authors: Bullough Robert V.
Published: March 2008

The use of metaphor analysis to engage preservice students in an examination of their concep tions of teaching is described. The evolution of three students' metaphors as they proceeded through student teaching illustrates the value of metaphor analysis in helping student teachers maintain their idealism as they confront the realities of classroom teaching. Problems arising from metaphor analysis, including the tendency of some students to offer glib or superficial analyses and the need to combine metaphor analysis with the writing of education-related life histories and critical analyses of the school context, are discussed.
An Exploration of the Subject Matter Knowledge of Alternate Route Teachers
Authors: McDiarmid G. Williamson , Wilson Suzanne M.
Published: March 2008

To explore the mathematics knowledge of teachers in two alternate route programs, the authors analyzed questionnaire and interview data collected at the beginning of the teachers' programs and at the end of their first year of teaching. Most of the teachers could use algorithms correctly, but many had difficulty representing or explaining them. Moreover, although some teachers learned some mathematics from teaching the subject, fundamental mathematical ideas appar ently continued to elude them. The authors call for further inquiry into the assumptions policy- makers make about the subject matter knowledge that arts and sciences majors bring with them to alternate route programs and what these majors can learn about a subject from teaching it.
General Interest
Authors: Merseth Katherine K.
Published: March 2008

Interactive computer networking offers a promising medium for the induction support of first- year teachers. This research investigates the nature and type of support delivered to 39 beginning teachers who participated on the Beginning Teacher Computer Network at Harvard University. Data from mail surveys, computer message counts, and structured follow-up interviews showed that the network was most effective in providing moral support and least effective in providing technical support of curricular planning. A number of factors enhanced the ability of the net work to provide this support, including the convenience of the network, its ability to reduce feelings of isolation, and the safe, nonevaluative environment that it created.
Reconciling Care and Control: Authority in Classroom Relationships
Authors: McLaughlin H. James
Published: March 2008

One of the central ethical tensions that novice teachers face is how to care for their students while establishing and maintaining control. The author portrays one student teacher's intentions to care and control, analyzes the student teacher's caring actions, and proposes that teacher educators and prospective teachers have a responsibility to under stand the tensions and connections of caring and controlling. He describes some con straints on student teachers' power to care, examines how legitimate authority is estab lished, and concludes with a commentary about the ethical responsibilities of teacher educators.
The Peril and Promise of Childhood: Ethical Implications for Tomorrow's Teachers
Authors: Kurth-Schai Ruthanne
Published: March 2008

The purpose of this essay is to stimulate consideration of the roles that teachers might play in promoting social justice both with and for school-age youth. It is proposed that adopting an ethical stance toward children requires efforts to identify and address oppressive social and political aspects of contemporary childhood; to understand and validate children's experiences, perceptions, concerns, and interests; and to value and sustain human diversity. Knowledge and experiences necessary to prepare prospective teachers to assume such responsibilities are outlined.
Schooling, Moral Commitment, and the Preparation of Teachers
Authors: Beyer Landon E.
Published: March 2008

Teaching has been conceived of as a decontextualized, apolitical, amoral enterprise in both historical and contemporary contexts of teacher education. For example, normal schools fostered a conception of competence in which moral deliberation was less than central by promoting vocationalism and an instrumental rationality that denigrated educational theory and critical reflection. Recent attempts to rekindle a science of education promote a similar kind of technical competence that ignores the importance of moral imagination. This conception of professionalism is in keeping with a focus on self-interest and individualism in American society that makes it hard to envision a common good. A new vision of profession alism is proposed that recognizes the centrality of moral commitment and moral discourse in teaching, and its application in teacher education programs at Knox College is described. Illustrations of how this view of professionalism must be connected to experiences in which preservice students confront the injustices in current social realities are emphasized.
Using Cooperative Learning with Preservice Elementary and Secondary Education Students
Authors: Nattiv Amalya , Winitzky Nancy , Drickey Ron
Published: March 2008

On the basis of their experiences in more than 35 courses, the authors present recommenda tions for the use of cooperative learning with preservice teachers. Research on the use of cooperative learning in higher education is briefly outlined. Nine cooperative learning strategies are described, and examples of topics and implementation procedures are dis cussed. Results of a survey of preservice students' attitudes toward cooperative learning are presented, including representative student comments from questionnaires and interviews.
The Early History of Case-Based Instruction: Insights for Teacher Education Today
Authors: Merseth Katherine K.
Published: March 2008

This examination of early efforts to use the case method of instruction in business and education at Harvard provides historical insights for those currently contemplating the use of cases in the education of teachers. Conceptual clarity about the purpose of case instruction and administrative and financial support for coordinated case writing by faculty are suggested as reasons why the method took hold in business but not in education.
How Teachers' Classroom Cases Express Their Pedagogical Beliefs
Authors: Kagan Dona M. , Tippins Deborah J.
Published: March 2008

This study documents an attempt to develop a system of analysis to evaluate teachers' classroom cases based on the hypothesis that the way a teacher defines and orders the standard components of a narrative would reflect the teacher's pedagogical beliefs. Twenty-four inservice and 22 preservice teachers wrote four case narratives. Self- evident differences emerged between preservice and inservice teachers in the structural and content features of cases. More subtle differences appeared in terms of three themes: a feeling for the internal conflicts that a problem provokes in a teacher, the long- term and evolutionary nature of problems, and their ethical undertones. Although writing a response or a solution to a peer's case appeared to constrain teachers from expressing their own pedagogical beliefs, they did reflect and illustrate these beliefs when they wrote their own cases.
Establishing a Measure of Touristic Attractiveness
Authors: Gearing Charles E. , Swart William W. , Var Turgut
Published: March 2008

A set of seventeen criteria are selected, with attention to their "indepen dence," which are the principle measures for the determination of "touristic at tractiveness." Then, through a process designed to elicit consistent judgments from an interviewee, the contributions of twenty-six tourism "experts" were combined to form a set of numerical weights which establish the relative im portance of the seventeen criteria. The process of establishing a "score," as an indicator of the relative attractiveness of a touristic location, is outlined in the discussion of two illustrative applications.
Tourist Statistics Reexamined: The Older Traveler as a Case in Point
Authors: Weiss Caroline
Published: March 2008

The collection and standardization of tourist statistics should be improved. Statistics by age should be entered utilizing five-year age intervals and extending beyond age 80. Both nationality and country of residence should be collected. More demographic information that can be cross-tabulated with age is warranted; these include sex, marital status, occupation, and income. Anyone who has endured the frustrations of working with tourism statistics will endorse these recommendations and understand the difficulties encountered in trying to study the older traveler.
Highlights of the Sixth Annual TTRA Conference San Diego, California, September 8-11
Authors: Dicke Karen P. , Goeldner Charles R. , Landon E. Laird
Published: March 2008

The following paragraphs briefly summarize the Sixth Annual Conference of The Travel Research Association held in San Diego, California. Conference registrants and members of TTRA will automatically receive a copy of the conference proceedings when they are published. Other readers who wish to receive a copy of the proceedings may order copies for $15 from Mari Lou Wood, Executive Secretary, TTRA, Bureau of Economic and Business Research, Univer sity of Utah, Box 8066 Foothill Station, Salt Lake City, Utah 84108.
The Changing Costs of Travel in the United States
Authors: Cook Suzanne D. , Frechtling Douglas C.
Published: March 2008

This article examines what has happened to the cost of travel in the United States from 1970 to the present time. The Travel Price Index (TPI) developed by the U.S. Travel Data Center is utilized to examine the changes. Data are presented for individual travel expenditure components such as common carrier fares, food, hotel-motel rates, gasoline, and incidentals.
Highlights of the Seventh Annual TTRA Conference, June 20-23, 1976
Authors: Dicke Karen P. , Goeldner Charles R.
Published: March 2008

The following paragraphs briefly summarize the Seventh Annual Conference of The Travel Research Association held in Boca Raton, Florida. Conference 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 may order copies for $15 from Mari Lou Wood, Executive Secretary, TTRA, Bureau of Economic and Business Research, University of Utah, Box 8066 Foothill Station, Salt Lake City, Utah 84108.
Making Good Business Better: A Second Look at Staged Tourist Attractions
Authors: Buck Roy C.
Published: March 2008

The article calls into question traditional intellectual critique of tourism, especially staged tourist attractions. Observations are drawn from research currently underway on the impact of tourism on folk culture in Lancaster County, Pennsylvania. The writer sees more, not less, in the way of staged attraction development in the future. He recommends that tourist attraction enterprises make some new friends on college and university campuses and that they join in developing a positive and responsible tourist attraction scene as a desirable strategy for protecting scarce natural and cultural resources.
Images of Camping—Barriers to Participation?
Authors: Lapage W.F. , Cormier P.L.
Published: March 2008

Images of camping's attraction and environment, reported in a nationwide sample survey of households in 1973, provide a means of identifying new market prospects and suggest marketing strategiesfor overcoming the perceptual barriers of many prospective campers. Across all regions of the country, heads of households who are under 30 years of age have the most favorable images of camping. The best marketing prospects for major census regions are identified, and the need for reinforcing specific images of camping is described.
A Local Study of Consumer Vacation Travel Decisions
Authors: Walter C.K. , Tong Hsin-Min
Published: March 2008

A travel agent can only fit his services to his customer's requirements when he knows their travel needs, preferences, limitations, and habits. This article describes a study conducted on Lancaster County, Nebraska, residents to determine general vacation patterns, the vacation decision process, rural versus urban decision differ ences, and the statistical relationship between consumer vacation travel behavior and socio-economic variables. This information will aid the local travel agent in designing his marketing programs.
Estimating the Economic Impact of a Short-Term Tourist Event
Authors: Della Bitta Albert J. , Loudon David L. , Booth G. Geoffrey , Weeks Richard R.
Published: March 2008

This article describes a study undertaken to estimate the economic impact on the state of Rhode Island of the Tall Ships '76 Celebration, a short-term tourist-attracting event. The research method involved identifying distinct segments of the participating population, which accounted for major sources of expenditures induced by the event. Six expenditure segments were identified: (1) Tall Ships '76 sponsor, (2) visiting public, (3) ships' personnel, (4) visiting ships, (5) crew-hosting families, and (6) miscellaneous groups. In addition to providing estimates of economic impact, the study generated a number of descriptive measures of the event which served to evaluate pre-event planning estimates. Demographic and other measures of visitors also enabled tourist profiles to be constructed, which were useful for planning future events and comparing to profiles derived from other events.
A New Approach to Image Analysis Through Multidimensional Scaling
Authors: Goodrich Jonathan N.
Published: March 2008

Traditionally, images of tourist regions have been described by way of (a) content analysis of respondents' answers to open-ended questions about their per ceptions of various tourist areas and (b) through comparison of averages and per centages of responses to statements measured along some sort of Likert-type scale andlor semantic differential. This article describes a new approach to portraying images of tourist regions through use of J. B. Kruskal's multidimensional scaling program called M-D-SCAL 5-a technique hitherto unreported in the tourism and travel literature.
The Potential Impact of Gasoline Futures on 1979 Vacation Travel Strategies
Authors: Williams Peter W. , Burke James F. , Dalton Michael J.
Published: March 2008

Since mid-1973 gasoline availability and its rising price have loomed as potentially severe problems for the U.S. travel industry. This study examines reactions to a variety of future fuel supply situations associated with vacation travel policy areas: (1) travel behavior of individuals under varying gasoline availability conditions and (2) attitudes and perceptions regarding travel-related energy policy. A survey was conducted in March 1979 on randomly selected households in Chicago, Dallas, Los Angeles, New York, Phoenix, and Salt Lake City. Perceptions of 1979 travel plans with regard to mode of transport and distance traveled as price of gas increases from current pricing to $2 per gallon and with 40 gallons per vehicle per month rationing are investigated.