bluuebunny/crossref_metadata_2025 huggingface dataset:
Addressing the Separate-But-Equal Predicament in Teacher Preparation: A Case Study
Authors: Mills Johnnie R.
Published: March 2008

Historically Black and historically White public postsecondary institutions sharing common geography have experienced pressure to enter cooperative arrange ments. In this manuscript the author describes the initial efforts of two col leges of education at historically segre gated institutions, Grambling State and Louisiana Tech, to cooperate on the student teaching phase of preservice programming. Program assessment data are reported and guidelines are present ed for institutions considering a similar type cooperative effort.
New Foci for Science Teacher Education
Authors: Yager Roger E. , Lunetta Vincent N.
Published: March 2008

Current national concern for science education is analyzed by Yager and Lunetta. Activities following the crisis of 1976 are reviewed as explanations for issues now on the national agenda. Reversals caused by the Reagan Presi dency and corresponding changes in science education perspectives are noted. Recent commission reports, especially of the National Science Board, are related to need areas identified by science educators late in 1980 and 1981. In response, specific new foci for science teacher education are offered.
Do Teachers Understand Principles for Writing Tests ?
Authors: Carter Kathy
Published: March 2008

In this study the author identifies the need for teachers to develop more effec tive test-making skills. Many preservice and inservice teachers rely on a repertoire of limited and uninformed test construction skills when they create assessment items. Most problematic for teachers are items that test higher-order thinking skills, such as inference and prediction. Carter suggests a reexamina tion of preservice measurement courses and a more thorough critique of inservice and testing activities at the school district and classroom level.
Teacher Education and the Chief State School Officers
Authors: Sanders Ted
Published: March 2008

Sanders reports on the recent survey of chief state school officers to assess state policies that influence the quality of teachers and teaching. The recommen dations developed as a result of the survey focus on issues, trends, and strategies for attracting, preparing, licensing, and retraining competent persons for the teaching profession. Twenty-one of the recommendations are presented with the intent of guiding state educational policy and strengthen ing teacher preparation.
Research on Preservice Teacher Education
Authors: Koehler Virginia
Published: March 2008

Koehler examines the research regarding preservice teacher education. Selected studies are placed into six relatively dis crete categories: studies of the skills, competencies, and attitudes of practic ing teachers that reflect on their preser vice teacher education; studies of the skills, competencies, and attitudes of teacher education students that reflect either on their present or past education or on the future quality of the teaching work force; evaluations of teacher education courses, of methods within courses, or of complete programs; studies of teacher educators; studies of institutions; and studies of various research reviews. Koehler briefly sum marizes the research in each category and discusses the implications for policy making.
Making a Difference in Educational Quality Through Teacher Education
Authors: Evertson Carolyn M. , Hawley Willis D. , Zlotnik Marilyn
Published: March 2008

Is teacher education beneficial and worthwhile? What standards are being established for admitting students to teacher education programs? What is the relationship of these standards to teacher effectiveness? These questions and others implicit in the debate regard ing the efficacy of teacher preparation programs are discussed by Evertson, Hawley and Zlotnik. The authors review the extensive body of research surround ing preparation programs, make propo sals for strengthening teacher prepara tion, and offer words of caution to those endorsing many of the popular proposals for teacher education reform, including advocates of alternative credentialing.
Alternative Credentialing: Lessons fromVocational Education
Authors: Erekson Thomas L. , Barr Lowell
Published: March 2008

Alternative credentialing of teachers has been practiced for decades in vocational education even though research suggests that teachers receiving non- traditional certificates do not perform as well as traditionally prepared teachers. The authors argue that as policymakers consider alternative credentialing prac tices that will allow persons with backgrounds in other disciplines (e.g., math and science) to teach, they should carefully analyze the successes and failures of alternative credentialing procedures in vocational education.
Comparing Academic Backgrounds and Career Aspirations of Education and Non Education Majors
Authors: Book Cassandra , Freeman Donald , Brousseau Bruce
Published: March 2008

Questions concerning the abilities and background experiences of prospective teachers dominate the recent professional litera ture. Book, Freeman and Brousseau shed additional light on this topical area. A comparison of the academic and social back grounds and the bases for career decisions of teaching and non- teaching majors at a major university indicates that students choosing teaching as a career (a) are as academically competent as their non-teaching counterparts (b) are more concerned about helping others and (c) are less concerned about salaries.
Factors Related to the Beginning Teacher's Successful Completion of a Competency Evaluation
Authors: Kenneth Tanner C. , Ebers Susan Morris
Published: March 2008

Competency evaluation methodology facilitated the investigation of factors re lated to teacher performance in the classroom. This three-year investigation, which entailed assessments of 393 be ginning teachers, included the study of variables that had not been previously associated with the evaluation bf begin ning teachers, such as the impact of teachers working with female principals as compared with teachers working with male administrators. The authors discuss the direct implications of their findings for teacher education and the indirect effect of TPAI-type practices on certifica tion policies.
Using Cognitive Discriminatio training to Develop Classroom knowledge
Authors: Warner David
Published: March 2008

Research on teacher thinking suggests that teacher behavior is a by-product of information processing strategies, which enable teachers to read effectively the classroom environment. These strategies emerge, many would argue, because of experience in classrooms and not as a result of training in methods-type courses. This paper presents counter- evidence to suggest that prospective teachers can learn to expand their class room knowledge through cognitive dis crimination training.
Teacher Education in Japan: An Historical and Comparative Perspective
Authors: Ferguson Patrick
Published: March 2008

In this article, the author first de scribes the historical development of teacher education in Japan. He then analyzes selected similarities and dif ferences between past and present Japanese and American teacher prep aration practices. Ferguson concludes by describing the efforts of the Japanese to use and modify Western pedagogical concepts.
Educating a Profession
Authors: Denemark George
Published: March 2008

Is teaching a profession? Does how society views teacher education really matter? Denemark's answer is an un equivocal "yes." It matters, suggests the author, because how people view a phenomenon often influences the real ity of that phenomenon. Hence, al though teaching still falls short of full professional status, Denemark urges that educators strive to correct false im pressions of critics and to ameliorate practices that militate against quality educational programming. Denemark concludes that professional status is im portant not because of what enhanced status for teacher educators means, but rather because of its import for the qual ity and character of teaching and learn ing in schools.
Research on Teaching: Issues and Trends
Authors: Ornstein Allan C.
Published: March 2008

The research on teaching is becoming an important part of the teacher educa tion curriculum. Ornstein identifies selected findings from the research liter ature and discusses some of the prob lems facing educators as they attempt to formulate generalizations based on these findings to guide teaching prac tice. The author concludes the article with a list of problem areas that teacher educators need to consider if they are to develop preparation experiences that are responsive to an emergent and ex panding knowledge base.
Can Common Sense Effectively Guide the Behavior of Beginning Teachers?
Authors: Haberman Martin
Published: March 2008

Common sense cannot and must not serve as the basis for professional prac tice, argues Haberman. Indeed, some common sense is nonsense; and some teachers who are well-educated and well-intentioned, but professionally un trained, are counterproductive in their efforts to foster student learning. The author describes the fallacy of basing teaching practices solely on common sense principles. He further asserts the need for teacher educators to make sig nificant improvements in present teacher preparation programs.
Teacher Testing and the Historically Black College
Authors: George Pamela
Published: March 2008

George asserts that "entrance-gate" tests will have an adverse effect on minority populations seeking admission to teacher education programs. The ef fects may be particularly acute for histor ically black institutions. The author out lines three specific strategies for dealing with the teacher testing issue, one of which entails the use of multiple en trance-gate criteria, and she describes the direct impact of admission and exit testing on the Nation's elementary and secondary students who are in need of positive minority role models.
Responding to Teacher Candidate Testing through Program Development
Authors: Heger Herbert , Salinger Terry
Published: March 2008

Testing prospective teachers in the basic skills is becoming standard practice for admission to a teacher education pro gram. Regrettably, the practice has had adverse effects on certain segments of the population. Heger and Salinger describe the importance of continuing to prepare minority and Hispanic stu dents. Furthermore, they identify methods of testing that might be used to identify preservice teacher language and computational deficiencies. The emphasis at UTEP, according to the authors, is on diagnosing and remediat ing problems so that prospective teachers can start their professional studies with adequate intellectual skills.
Mentoring among Teachers: A Review of the Literature
Authors: Galvez-Hjornevik Cleta
Published: March 2008

The mentoring literature is beginning to expand because of increased interest in teacher induction programs. In this arti cle, Galvez-Hjornevik reviews some of the most significant studies of the past decade, and she identifies the salient characteristics of successful mentor-pro tégé relationships. Based on data drawn from the aeraidable literature, the author suggests that the mentoring relation ship be voluntary and that age and gen der factors be considered before men tor-protégé pairs are established. Further, she argues that educators, and particularly teacher educators, make use of knowledge derived from other disci plines and fields in their efforts to design induction programs for new teachers.
Deductions about Supportive Induction
Authors: Fox Sandra M. , Singletary Ted J.
Published: March 2008

Although a great deal is understood rela tive to the concerns of beginning teachers, little is known of programs that effectively assist new staff members dur ing the crucial induction period. The authors propose a set of goals for teacher induction programs, with par ticular emphasis on the outcomes of re flection and self-assessrment.
A Study of State-Mandated Beginning Teacher Programs
Authors: Hoffman James V. , Edwards Sara A. , O'Neal Sharon , Barnes Susan , Paulissen Margaret
Published: March 2008

Hoffman and his colleagues report the findings from a large scale investigation of two state-mandated beginning teacher programs. The primary goal of their research was to documentthe ways in which beginning teacher programs af fect the transition from student of teach ing to regular classroom teacher. Exten sive data were collected on 16 first year teachers in two states. Data analyses fo cused on the areas of program imple mentation and program effects. The findings are discussed in terms of the research literature on teacher induction and vis-a-vis trends in state policies for teacher certification.
Perceptions of Teachers' Salaries and Non-salary Benefits
Authors: Rowsey Robert E. , Ley Terry C.
Published: March 2008

Rowsey and Ley asked undergraduate students in education and engineering to estimate the mean salaries for four groups: beginning teachers in Alabama, all teachers in Alabama, beginning teachers in the United States, and all teachers in the United States. Although estimates made by prospective engi neers were generally more accurate than were those made by prospective teachers, both samples underestimated mean salaries for all but one group, be ginning teachers in the United States. Males in both samples generally sub mitted more accurate estimates than did the females. Prospective teachers indi cated that non-salary benefits, such as personal satisfaction of teaching and ad vantages of the school calendar, were important aspects in their decisions to become teachers. Of the engineering students who had once considered teaching, most reported that low salary was the primary reason they did not pur sue a career in education.
A Conceptual Basis for Ethics in Teacher Education
Authors: Howe Kenneth R.
Published: March 2008

Interest in ethics teaching within teacher education is growing. Refining this in terest and putting it into practice re quires addressing important questions about the nature and goals of ethics teaching, its content, and appropriate in structional methods. Using an example of an ethical dilemma frequently en countered by practicing teachers, Howe articulates the goals of ethics teaching and argues that engaging students in "critical reflection" should be the over riding aim and activity. The use of discus sions of cases that exemplify ethical problems central to teaching is ad vanced as the kind of instructional method and content that best comple ments the "critical reflection" approach. Next, three alternative ways of ground ing ethics teaching — applied ethical theory, applied Kohlberg, and values clarification — are critiqued. Finally, the author argues that ethics instruction and curriculum development will most likely succeed if they involve the input and par ticipation of experts in ethics.
The Fourth "R" — The Final Taboo?
Authors: Johnson Henry C.
Published: March 2008

Johnson discusses the treatment of re ligion in the context of a pluralistic, democratic society. He describes three myths surrounding the study of religion and sketches why those myths have mili tated against the development of a reli gious, and perhaps even a moral sense, among prospective teachers. The solu tion, argues the author, is for those in volved in preservice teacher prepara tion, particularly for faculty in the arts and sciences, to deal more forthrightly and openly with axiological and reli gious questions and content.
Field Experiences in Teacher Education: Considerations and Recommendations
Authors: Cruickshank Donald R. , Armaline William D.
Published: March 2008

Field experiences have emerged as a critical dimension to the teacher prep aration process. indeed, in recent years much has been written regarding the efficacy and effects of field experience involvements for preservice teachers. In this article, Cruickshank and Armaline trace the origins of field experiences, present a taxonomy for use in thinking about them, and discuss selected issues and problems associated with teaching experiences occurring in the field. The authors make eight recommendations for improving how field experiences are structured for and included in the teacher preparation process, and they briefly describe factors that militate against the accomplishment of the recommended directions.
Teacher Education Students an Classroom Teachers: A Comparison of Conative Levels
Authors: Nelli Elizabeth R. , Atwood Virginia A.
Published: March 2008

In this study, Nelli and Atwood attempt to examine whether prospective teach ers measure at the same personality level as practicing teachers. The selected personality variable was conative level. Seventy-three elementary teacher prep aration students at a major state univer sity and 41 elementary teachers in an urban area in the same state partici pated in the study. Analysis of variance showed no significant difference be tween the conative levels of preservice teachers and regular teachers. The authors offer three possible explana tions for this finding and outline sugges tions for further research.
Critical Theory as a Foundation for Methods Courses
Authors: Adler Susan , Goodman Jesse
Published: March 2008

Adler and Goodman describe efforts to develop a social studies methods course that links the theoretical ideas of recent work on critical theory in education to practical applications in the preparation of teachers. They discuss the literature that serves as a foundation for their course development, give an example of critical theory in practice, and address problems associated with implement ing critical theory.
Research on Teaching Physical Education: New Knowledge and Cautious Optimism
Authors: Placek Judith H. , Locke Lawrence F.
Published: March 2008

Researchers who study the teaching of physical education have examined teacher and student behavior using sys tematic observation, teacher feedback to students, the application of principles of motor learning and, more recently, task analysis and the qualitative paradigm. Although research has had limited im pact on the teaching of physical educa tion in the schools to date, Placek and Locke suggest that cautious optimism is now in order due to newly acquired knowledge and a new generation of teacher educators.
Using Systematic Analysis to Promote Teaching Skills in Physical Education
Authors: Metzler Michael W.
Published: March 2008

Metzler describes the theoretical bases and a general model for integrating teacher effectiveness research with sys tematic observation to evaluate physical education teaching. The ability to de lineate desirable teaching skills and to monitor preservice teachers' acquisition of those skills represents a new potential for improving theteaching of motor play and fitness. The author argues against holding physical educators accountable for student achievement until some per vasive instructional constraints are eased. The suggestion is made, how ever, that physical educators should be able to "account for" their pedagogical practices.
Productivity of Faculty in Higher Education Institutions
Authors: Denton Jon J. , Tsai Chiou-Yueh , Cloud Connie
Published: March 2008

Denton, Tsai, and Cloud investigate in quiry productivity in teacher education among colleges and universities in the United States. For the purpose of this investigation, productivity was based on contributions to annual meetings of ATE, AACTE, AERA (SIG on Teacher Edu cation), and to leading journals in teacher education over a five-year period: 1980-1984. Data were analyzed in terms of total productivity yielding a list of 50 institutions that have been ac tive in knowledge production and utiliza tion in teacher education.
Faculty Development for Teacher Educators
Authors: Arends Richard I. , Murphy Joyce , Christensen Pat
Published: March 2008

Arends, Murphy and Christensen de scribe a long-range staff development project for teacher educators. Spon sored by the Maryland State Depart ment of Education and in cooperation with five higher education institutions, the project aimed at using research to improve teacher education. Over a two- year period, 28 higher education faculty participated in the project that included a series of research dissemination semi nars and two residential staff develop ment workshops. Significant questions pertaining to the staff development of teacher educators are raised in the paper and insights about the nature of teach ing teacher educators are provided.
The Study of Teacher Thinking: Implications for Teacher Education
Authors: Clark Christopher , Lampert Magdalene
Published: March 2008

Clark and Lampert describe how the research on teacher think ing has broadened and deepened the knowledge base of teach ing, particularly with respect to the complexity of teaching, our understanding of what teachers know, and our knowledge of methods of inquiry and reflection on teacher thinking. Such knowledge challenges the image of the teacher as technician and the conception of research as a source of empirically proven and generalizable prescriptions. The value of this research for teacher educators and prospective teachers is that it provides insights into the mental lives of teachers. Those insights can be used to challenge preservice teachers' thinking and to ex pand their view of the teaching act.
Graduate Teacher Education and Teacher Professionalism
Authors: Wise Arthur E.
Published: March 2008

The time is right, argues Wise, for the professionalization of teaching. For pro fessional status to become reality, teachers must take control of the certifi cation process just as professionals in other fields have done. If decision proc esses are left as they are, lying some where between state departments of education and colleges of education, we will assure, asserts the author, that stan dards are relaxed to whatever level is necessary to provide classrooms with teachers.

Wise also advocates graduate educa tion as a necessary next step in the process of professionalizing teaching. The Master's degree approach, he ob serves, can provide an impetus for re conceptualizing teacher education that, when coupled with teacher control of certification, can well result in prepared teachers in whom the public can have confidence.
Inequitable Allocations of Alterable Learning Variables1
Authors: Murphy Joseph , Hallinger Philip , Lotto Linda S.
Published: March 2008

Murphy, Hallinger, and Lotto examine how the components of the variable "student opportunity to learn" are dis tributed unequally across ability groups and curricular tracks. They trace a pat tern of systematic discrimination against lower ability students in the qual ity of instruction and curricular content they receive, and they emphasize that learning time is used much more poorly in lower than in higher ability groups. The authors make specific suggestions with regard to preparing teachers to offset these patterns of inequality in stu dent access to learning.
Microcomputer-Based Simulations for Training Fundamental Teaching Skills
Authors: Strang Harold R. , Badt Katherine S. , Kauffman James M.
Published: March 2008

A microcomputer-based simulation has been developed to as sist elementary teachers-in-training to acquire fundamental feedback, time-management, and behavior-management class room skills. Skill acquisition is promoted via powerful reinforce ment, prompting, and feedback training aids. The simulation's instructional value has been clearly demonstrated by results obtained from several applications involving entry-level educa tion students. Current efforts are being made to insure that skills acquired during the computer training transfer to real schoolrooms.
The Instructional Decisions of Preservice Teachers during a Reading Practicum
Authors: Shefelbine John L. , Hollingsworth Sandra
Published: March 2008

Shefelbine and Hollingsworth studied the instructional decisions of 14 under graduate elementary education stu dents during a reading practicum. Deci sion making was evaluated across seven areas of reading: diagnosis, planning, lesson balance, text placement, type of reading practice, word recognition in struction, and developing background knowledge. The authors specifically sought (a) to identify what kinds of deci sions are potentially troublesome for be ginning teachers and (b) to explain why these difficulties might occur. The re sults indicated that decisions about diag nosis, planning, lesson balance, and word recognition instruction were dif ficult for the higher performing teachers. Lower performing teachers, on the other hand, were more likely to have trouble across all seven areas. Possible explana tions for these patterns included the con tent and complexity of each decision area, teachers' overall knowledge of reading content, and concerns about management and instructional routines. Implications for teacher education are discussed.
Beginning Teacher Induction: A Progress Report
Authors: Hegler Kay , Dudley Richard
Published: March 2008

Hegler and Dudley report on the im plementation of an induction program as one component in teacher education re form. They identify the general purposes of induction programs and describe how the Doane induction program addresses these purposes. The authors recommend the implementation of college-based in duction programs and present sugges tions for program development and addi tional research.
Theme
Authors: Applegate Jane H.
Published: March 2008

Selection of teacher candidates is cen tral to current debates about improving teacher quality. Applegate's overview provides a discussion of four issues that have continued to plague decision mak ers in efforts to make selection into teacher preparation and the profession meaningful: purpose of selection, stan dards and criteria, professional judg ment, and legal and ethical considera tions.
Admission Boards: The Contribution of Professional Judgment to the Admission Process
Authors: Benner Susan , George Thomas , Cagle Lynn
Published: March 2008

Benner, George, and Cagle present the concept of teacher education admission boards, particularly as defined by and established at the University of Ten nessee. The boards, comprised of prac titioners in the field, content area special ists, advanced students, and program area faculty interview students, review data available on the students and make final admission decisions. Further, once a student is admitted, he or she is as signed to a mentoring team that pro vides ongoing evaluation throughout the program. While the subjectivity and deficiencies of the board process are ob vious, the concept of admission boards is offered to the profession as an alterna tive to relying on quantitative measures alone.
Teacher Education to Attract Academically Gifted Students: A Model
Authors: Kapel Marilyn B. , Mour Stanley , Kapel David E.
Published: March 2008

TEAGS is a proposed program model intended to attract academically gifted college students to preservice teacher education. The TEAGS program is based on the philosophies of the Paideia Proposal and a shared inquiry approach adapted from the Great Books approach to education.
Candidate Selection in a Fifth Year Teacher Education Recruitment Model: A Multi-stage Partnership Approach
Authors: Clark Richard J. , Fischetti John C.
Published: March 2008

Clark and Fischetti describe a model for use in recruiting prospective teacher candidates to teach mathematics, science, and English in secondary schools. The article is a detailed descrip tion of MESTEP, a 15 month master's level program, with particular attention to selection processes and interview procedures. The implications for the teacher education community are dis cussed.
Helping Preservice Teachers Learn to Use Teacher Effectiveness Research
Authors: Ross Dorene Doerre , Kyle Diane Wells
Published: March 2008

Ross and Kyle provide teacher educators with a way of presenting and discussing teacher effectiveness research in the context of the teacher education curric ulum. The authors argue that it is im perative that preservice teachers de velop an ability to use and reflect on conflicting research findings. The read ing research and direct instruction studies serve as paradigmatic cases.
Effects of Collaborative Teacher Education: Follow-up of Graduates of a Celeste R. Rossetto Judith K. Grosenick Teacher Induction Program
Authors: Rossetto Celeste , Grosenick Judith K.
Published: March 2008

Rossetto and Grosenick investigated the perceptions of graduates of an induction program in teacher education. Program graduates from the past 13 years were surveyed regarding training received as part of an on-the-job preparation pro gram conducted jointly by selected school districts and the University of Oregon. Results indicate that the major ity of graduates continued careers in education after program completion. Graduates rated program objectives as having been attained. The opportunity to pursue full-time teaching while ex tending professional education was the primary motivator for participating in the induction program.
Systematic Study of Planned Variations: The Essential Focus of Teacher Education Reform
Authors: Ashton Patricia , Crocker Linda
Published: March 2008

Systematic study of planned variations should be the focus in teacher education reform rather than development of a common model. A review of research comparing professional and academic education is presented to illustrate the lack of support for a specific teacher edu cation model.
Organizational Models of Donald J. McCarty Governance: Academic Deans' Pedro Reyes Decision Making Styles
Authors: McCarty Donald J. , Reyes Pedro
Published: March 2008

McCarty and Reyes sought to identify the most predominant model of gover nance used by academic deans as per ceived by departmental chairpersons. Data used in this study were drawn from 55 formal open-ended interviews with departmental chairpersons at a major research institution. Results of the study indicate that most chairpersons across colleges and schools perceived academic deans engaged mostly in colleagial deci sion making. However, some perceived the academic dean as using the political and bureaucratic modes of college gov ernance. The organized anarchy model was not accepted by chairpersons as a frame of reference used by academic deans.
The Dean of Education
Authors: Andersen Dale G. , King Joseph P.
Published: March 2008

Andersen and King report the results of a national survey of current Deans of Education. The survey shows Deans as fitting the popular stereotype as a white, older male. Suggestions are offered for modifying deanship selection consider ations and procedures in order to strengthen the cohort group and in crease the Dean's effectiveness as an educational leader.
Critical Functions of the Educational Administrator
Authors: Morsink Catherine
Published: March 2008

Morsink identifies the functions that higher education administrators have in common with educational adminis trators in school districts and educa tional agencies; then she identifies those contextual variables from which differ ences in the critical functions of school, college, and departments of education (SCDE) chairpersons and deans might be inferred. Data were obtained in inter views with 70 educational adminis trators, 36 of whom were SCDE Deans or Chairpersons. Responses to the inter view questions were transcribed, syn thesized, and compared with previous findings on administrative "best prac tices" reported in the literature. The re sults suggest that educational adminis trators view two of four common "tasks" identified in earlier research as among their most important functions. These include (a) providing leadership in achievement of the organization's goals, and (b) supporting personnel to enable them to achieve these goals.
Views of State Teacher James G. Hunt Certification Directors
Authors: hunt James G.
Published: March 2008

The Focus segment of the Journal pro vides a brief overview of research conducted to determine how a selected constituent group perceives changes oc curring in education policymaking and practice. In this Focus, Hunt assesses the attitudes of state directors of teacher cer tification toward such things as profes sional practices boards, the efficacy of teacher education programming, and career ladders.
Reform of Teacher Education and Robert D. Barr the Problem of Quality Assurance
Authors: Barr Robert D.
Published: March 2008

Barr summarizes the growing consen sus for educational reform in America that is shaping the future of teacher edu cation. The author contrasts the reform developments that focus so heavily on academic issues such as degrees, majors, length of programs, grade point aver ages, and test scores, with a number of other developments that focus on teacher performance. These develop ments include "fast-track" programs, school-based teacher education, and the interest in deregulating teacher educa tion by substituting performance out comes for approved programs. More im portant, Barr considers the concept of Quality Assurance in Teacher Education and raises the question of evaluating teacher effectiveness on the basis of stu dent learning.
Teacher Warranties: H. Del Schalock Quality Assurance for What?
Authors: Del Schalock H.
Published: March 2008

Two concepts have emerged in the teacher education reform literature that if combined could revolutionize how we think about teaching and the prepara tion of teachers: Warranties for teachers and teacher productivity. Some of the subtleties and complexities ofthese con cepts are explored by Schalock, and their potential impact on teacher educa tion is discussed.
Conquering Aliteracy in Teacher Education
Authors: Frager Alan
Published: March 2008

Frager discusses the rationale and ef fects of a program for motivating preser vice teachers to spend part of their sum mer reading education trade books. The needs of preservice teachers as readers are considered in relation to the initia tion of our students into the thought and life of the teaching profession.
The Role of Staff Development in Implementing the Bay Area Writing Program
Authors: Marsh David D. , Knudsen Debra J. , Knudsen Gene A.
Published: March 2008

The authors studied and assessed the impact of three modes of staff development on the implementation of selected compo nents of the Bay Area Writing Program. The impact was studied for elementary and secondary teachers. Factors which made this staff development effective were compared to those iden tified in the staff development literature.
Cognitive Styles and Multicultural Populations
Authors: Anderson James A.
Published: March 2008

Recruiting minorities into the teacher education programs of historically white institutions will create new demands for pedagogical perspective and practice. Anderson describes the importance of recognizing the existence of cultural as sets and variations when dealing with non-white populations. Traditional in structional approaches will prove dys functional and anachronistic asserts the author. He describes how service deliv ery systems to multi-ethnic populations have been ineffective and why retention programs have failed.
Political and Reform Agendas' Impact on the Supply of Black Teachers
Authors: de Martinez Bernice Bass
Published: March 2008

Bass de Martinez provides an overview of the impact of policy decisions, legisla tive mandates, and reform efforts on the supply of Black teachers. The author explores policy events over the last 15 to 20 years and suggests how change in the general populace's view of Black success coupled with a conservative ad ministrative policy have influenced the Black teacher supply.
Early Identification and Recruitment of Hispanic Teacher Candidates
Authors: Zapata Jesse T.
Published: March 2008

While America's minority student popu lation is increasing, the teacher pool is becoming increasingly white. For His panics, the country's fastest growing minority, the situation is critical. Zapata reviews the issues regarding Hispanic involvement in teaching and presents Project: / Teach as a viable model for recruiting Hispanic high school students into teaching.
Why Teacher Leadership?
Authors: Howey Kenneth R.
Published: March 2008

Teacher leadership is a natural and necessary outgrowth of the increased demands for excellence being placed on schools. Overcoming the problems plaguing schools requires new and dynamic forms of leadership, which Howey defines as "coalescing others to act when they otherwise might not have." Teachers must assume leader ship positions, argues Howey, that will enable them to model methods of teach ing, coach and mentor colleagues, study critically and thoughtfully various as pects of classroom life, develop curricu lum and instructional materials, and strengthen relationships between the school and home.
Teaching as a Profession
Authors: Mertens Sally , Yarger Sam J.
Published: March 2008

Career advancement for teachers is one of the central concerns of reformers. At tracting and retaining the best qualified teachers will require, however, the de velopment of systems that properly re ward and empower classroom teachers. Mertens and Yarger examine the issues associated with career ladder oppor tunities and question a selected set of assumptions that undergird profes sional enhancement schemes. The authors conclude with a discussion of how teacher empowerment and involve ment are essential ingredients to strengthening teaching as a profession.
On Preserving The Essence of Mentoring As One Form of Teacher Leadership
Authors: Gehrke Nathalie J.
Published: March 2008

The mentor-protégé role relationship is a powerful one that offers unique oppor tunities for personal development. Gehrke uses Martin Buber's notions of I-Thou and I-It to describe how mentors and protégés might relate to each other in more profound and less nominal ways.
THEME: Supervision
Authors: Cohn Marilyn M. , Gellman Vivian C.
Published: March 2008

Cohn and Gellman focus on a develop mental approach to preservice supervi sion, which includes five different models: ego counseling, group, clinical, "first aid," and "situational teaching." The authors argue that there are three different phases in the development of a student teacher and that different models of supervision are appropriate for each phase.
The Observing-Conferencing Role of University Supervisors
Authors: Zahorik John A.
Published: March 2008

Zahorik describes how university super visors observe and conference with stu dent teachers. Data were obtained through semi-structured interviews with ten university supervisors. Results re vealed that each supervisor had a pre ferred type of supervision. The supervi sion types are described by the author and the implications for teacher educa tion and for future research are dis cussed.
The Supervisor-Intern Relationship and Effective Interpersonal Communication Skills
Authors: Hoover Nora L. , O'Shea Lawrence J. , Carroll Robert G.
Published: March 2008

The supervision of student teachers (or interns) is a complex and multifaceted process. One critical activity in this pro cess is that of conferencing between and among the intern, the directing teacher, and the university supervisor. Two as pects of supervisory behavior identified in the literature as essential to successful conferences are: (a) effective interper sonal communication skills, and (b) the implementation of systematic con ferencing procedures. In this article, the authors examine some of the problems that often plague traditional internship programs and serve to diminish their effectiveness. This discussion provides the context for considering the type of supervisory relationship most likely to facilitate the interns growth as a teacher.
Helping Student Teachers Think about Teaching
Authors: Bolin Frances S.
Published: March 2008

Bolin focuses on how student teachers develop a concept of teaching and think about their role. Bolin's case study of one preservice teacher (Lou) is based on journal entries and interviews with the university supervisor. Findings suggest that the reflective journal may be an ef fective tool in helping students become deliberative about their teaching.
Teacher Education: Collaboration or Conflict?
Authors: Clift Renee T. , Say Michael
Published: March 2008

Clift and Say review existing models of collaborative teacher education and propose a new model that encourages joint responsibility for curriculum de velopment, knowledge dissemination, knowledge production, and continuous evaluation of the effects of the collabora tive program.
Work Satisfaction of Education Professors
Authors: Nussel Edward J. , Wiersma William , Rusche Philip J.
Published: March 2008

Nussel, Rusche and Wiersma surveyed a representative sample of 426 teacher educators in 39 public and 25 private institutions. Three instruments were de veloped, one of which was influenced by Herzberg's earlier work. Although there were some differences among ranks and between tenured and non- tenured faculty, subjects generally man ifested satisfaction with their profes sional work.
Special Education as a Constraint on Teacher Education Reform
Authors: Pugach Marleen
Published: March 2008

Current proposals to reform teacher edu cation have omitted from consideration the relationship between programs that prepare teachers of the handicapped and those that prepare regular class room teachers. The failure to address the place of special education in the con text of reform appears to be based on the belief that little, if any, relationship exists. Pugach argues that the existence of programs to prepare special educa tion teachers influences general teacher education in ways that pose serious con straints on educational reform. The major argument presented is that teacher education programs in special education create a dependency mental ity that constrains and artificially nar rows the conceptualization of the profes sional responsibilities of general class room teachers and thus the content of their preparation. Dependence of this nature is faulty primarily because many services provided by special education do not differ substantially from those that should routinely be available in gen eral classrooms. Without recognition of such institutionalized dependence, ef forts to reform teacher education may be seriously undermined.
Eliminating Special Education: Is This the Solution?
Authors: Stephens Thomas M.
Published: March 2008

Stephens critically examines Pugach's ideas regarding the relationship be tween special and regular education. Further, he reviews the social and economic history that, until recently, denied a free and appropriate education to many handicapped children. It was because of the public schools' failure to meet the educational needs of children with exceptionalities that special school programs and related teacher prepara tion programs were created. Eight of Pugach's assertions are addressed in this rejoinder.
Design for Excellence in Teacher Education: A Developmental Model for Student Assessment, Selection and Retention
Authors: Coopter Constance C. , Benz Carolyn R. , Thompson Stephen J.
Published: March 2008

The social, political, and academic ramifications of the educational reform movement of the 1980s have led to an increased emphasis on testing of teach ers. The authors present an assessment model for a preservice teacher educa tion program that is developmental, al lows for skills' enhancement, involves both arts and science and education fac ulty review, and includes several strategies for assessment other than standardized paper-and-pencil tests. The model is longitudinal, many fa ceted, and capable of providing indi cators of needed programmatic change. After the assumptions underlying the model are presented, the sequence of assessments as implemented are de scribed.
Making Field-Based Programs Work: A Three-Level Approach to Reading Education
Authors: Hollingsworth Sandra
Published: March 2008

Hollingsworth reports the design, im plementation, and outcomes of a combi nation methods course and field experi ence for preservice reading teachers. The program was created to involve cooperating teachers in a collaborative manner, to assist elementary children with reading problems, and to increase both cooperating and student teachers' knowledge of reading instruction. Re sults indicated that the design facilitated knowledge growth for all three groups. Implications for teacher education are discussed.
Proposals for Recruiting Minority Martin Haberman Teachers: Promising Practices and Attractive Detours
Authors: Haberman Martin
Published: March 2008

Haberman discusses the current critical need for more minority teachers and describes the social, educational, and political conditions that militate against increasing minority enrollments. Four "detours" or false hopes for enhancing minority student involvement in teach ing are highlighted and four realistic ap proaches to recruiting and preparing minority teachers are outlined.
Training for Pedagogical Decision Making
Authors: McNergney Robert , Lloyd John , Mintz Susan , Moore Jerry
Published: March 2008

The University of Virginia program focuses on creating a reasonable blend of the available empirical research on teaching and the knowledge that comes from other sources such as the wisdom of practice. The authors describe how new methodological and technological developments are used to enhance the pedagogical knowledge and skills of pre service teachers. Of particular interest is howthe UVa preservice curriculum inter faces with the curricular focus of the Virginia Beginning Teacher Assistance Program.
University Culture and the Problem of Reforming Field Experiences in Teacher Education
Authors: Goodman Jesse
Published: March 2008

In recent years, there have been numer ous calls to alter significantly the pur pose of field experiences in teacher edu cation programs. Rather than focus only on the mastery of specific technical skills, teacher educators suggest that field experiences should promote stu dent reflection, experimentation, and decision making. Several studies suggest that the working conditions of most teachers inhibit this active style of teaching. However, what is missing is an understanding of the way in which the university culture also impedes efforts to reform field experiences. Goodman examines the cultural factors within uni versities that frustrate our efforts to alter substantively the purpose of teacher education field experiences.
Assault on Teacher Education in Texas
Authors: Simms Richard L. , Miller James R.
Published: March 2008

In 1987, the Texas Legislature enacted Senate Bill 994 requiring draconian changes in teacher education programs. Simms and Miller discuss this legisla tion, the political climate that spawned it, and outline tentative plans to revamp teacher education in compliance with the law. Finally, they describe what steps teacher educators in other states should take to avoid the Texas experience.
Whale or Shark? A Description of State Policy Domains for Teacher Education
Authors: Tate Philip M.
Published: March 2008

Tate reports the results of a four-state case study of policymaking for teacher education. State systems for governing teacher education, described as policy domains, have developed over the last fifteen years. The metaphor of the state system as a whale is used to encourage reflections about the past, present, and future of the politics of teacher educa tion.
Teacher Education and Learning to Teach: A Research Agenda
Authors: National Center for Research on Teacher Education
Published: March 2008

The work of the National Center for Teacher Education is focused on the question: What do teacher education programs contribute to the learning of teachers? This paper provides concep tual definition for key research terms, describes the data collection strategies being used by Center staff, and dis cusses the contributions and limitations of the Center's research endeavors.