bluuebunny/crossref_metadata_2025 huggingface dataset:
The Topical Content of Elementary-School Curricula and Its Treatment in Teacher Education
Authors: Cook Ruth Cathlyn
Published: March 2008

If we are to capitalize on the existing high level of interest in and concern about the preparation of the elementary-school teacher, we must have meaningful evalua tions of current practice. In this article Miss Cook, of State Teachers College, Man kato, Minnesota, reports the results of a comprehensive inquiry in which judgment evaluations were obtained from elemen tary-school teachers in service in seven states. Her findings point the way to im provement, particularly in the preservice education of elementary-school teachers.
Student Teaching—When, Where, and How?
Authors: Butterweck Joseph S.
Published: March 2008

The framework within which student teaching is accomplished is often deter mined by local conditions. Teacher- education institutions in large cities, particularly if many of their graduates find immediate employment in the local school system, must develop plans and procedures consistent with those condi tions. At Teachers College, Temple University, Philadelphia, Pennsylvania, where Joseph S. Butterweck is Director of Secondary Education, the productive plan which he describes here shows such ef fective adaptation.
Progress in Research On Personnel Evaluation
Authors: Scates Douglas E. , Baker P.C. , Remmers H.H.
Published: March 2008

Mr. Remmers, as Head of the Division of Educational Reference at Purdue Uni versity, Lafayette, Indiana, was invited to prepare the section for this issue. Mr. Baker, one of his collaborators, has as sisted. This research division has long been known for studies of teaching and of the evaluation of teaching. Mr. Rem mers is currently the Chairman of the American Educational Research Associa tion Committee on the Criteria of Teach er Effectiveness.—Douglas E. Scates.
The Professional-Standards Movement in Teaching-Its Origin, Purpose, and Future
Authors: McDonald Ralph W.
Published: March 2008

The Journal reproduces here the text of an address presented at the concluding session of the Palo Alto Conference, June 30, 1951. As America was emerging from World War II, Mr. McDonald conceived the idea of an official agency of the pro fession of education to lead the teachers of the nation to true professional status. After organizing the Chautauqua Confer ence in 1946 and authoring the resolu tion which was adopted unanimously by the NEA Representative Assembly at Buf falo establishing the National Commis sion on Teacher Education and Profes sional Standards, Mr. McDonald served as Executive Secretary of the Commission from the date of its establishment until July, 1951. At the time this address was presented he had submitted his resigna tion to accept the presidency of the Bowl ing Green State University in Ohio. It is thus as the originator, architect, and dur ing its formative years director of the dynamic program of the National Com mission that Mr. McDonald speaks to the profession through this printed version of his address.
Miner Teachers College Completes a Century, Celebrates, and Looks Ahead
Authors: Thomas Charles Walker
Published: March 2008

Adequate provision for the education of Negro children in America can only come from adequate preparation of teach ers. The evolution of Negro teacher edu cation has been painfully slow. It has drawn inspiration, however, from the courageous, pioneering efforts and vision of the founder of Miner Teachers Col lege, Washington, D. C. In this article, Mr. Thomas, a member of the college staff, relates history, pays appropriate tribute, and offers predictions concerning an institution which has made a monu mental contribution to the development of the American educational system.
Social Group Work as a Teacher-Education Laboratory
Authors: Freehill Maurice F.
Published: March 2008

How may teacher education go beyond the conventional channels in developing a deeper understanding of human rela tionships? Can enriching experiences be extended at the preservice level? How can the institution take fullest advantage of the resources in its area? These are some of the issues explored by Mr. Free hill, Director, Bureau of Research, West ern Washington College of Education, Bellingham.
Should College Teachers Take Education Courses?
Authors: Angell George W. , Laws Leonard S.
Published: March 2008

Educational leaders everywhere support the growing conviction that student teach ing is a "must" in the preservice prepara tion of the elementary- and high-school teacher. College teachers, however, or perhaps we should say those who prepare and employ college teachers, seem less certain about the contribution of this particular experience to success in the college classroom. Mr. Angell, of the New Paltz, New York, State Teachers College, and Mr. Laws, of the University of Minne sota, Minneapolis, did not uncover much enthusiasm on the part of a representa tive group of college department heads. Reports of further investigations will be anticipated.
In-Service Education of Teachers—an Evaluation
Authors: Wood Hugh B.
Published: March 2008

In-service education has become almost a slogan in postwar teacher-education circles. Evaluation of these efforts, how ever, has not kept pace with the multi plication of the efforts themselves. Here Mr. Wood, Professor of Education, Uni versity of Oregon, Eugene, approaches the problem in an objective manner. He first defines the program in terms of its statewide proportions and then applies to it a technique of qualitative measure ment. His findings should serve as guide- posts in other evaluations; certainly they contain a challenge to our educational leadership.
They May Know English, But Are They Ready To Teach It?
Authors: Murphy George E.
Published: March 2008

Candor characterizes the manner in which Mr. Murphy analyzes a conven tional program of preparation to teach English in high school. He castigates the system which produces a young college graduate who enters his first high-school teaching position with a complacent readi ness to "do unto others" as he was treated in his concluding college experiences. The author, who is Associate Professor of Edu cation, The Pennsylvania State College, State College, now on detached assignment with the Citizenship Education Project, Teachers College, Columbia University, concentrates his attention upon one field. Might there be a basis for equally valid criticism of beginning high-school teach ers of other subjects? Is the teacher-edu cation process in our institutions suscepti ble of improvement here?
Patterns of Cooperation in Administering State Teacher-Education and Certification Programs
Authors: Stinnett T.M. , Umstattd J.G.
Published: March 2008

Cooperative processes are basic to edu cation in a democracy. They are, however, not necessarily inherent. Like any other worth-while achievement in the area of self-determination, they must be planned for and worked for. Too often lip service is given to the democratic process in edu cation, while the easier method of indi vidual decision is followed. The accom panying article describes the efforts, through advisory councils on teacher edu cation and certification, of state depart ments of education to provide democratic and cooperative means of exercising the legal authority delegated to them by state legislatures regarding teacher educa tion and certification. Further, the article describes the work of state education as sociations, through commissions on teach er education and professional standards, to enlist the full membership of the teach ing profession in the study of standards and in recommendations to the state legal authority regarding desirable action pro grams.

The authors have had long interest in and experience with both procedures. Mr. Umstattd is Chairman of the Department of Curriculum and Instruction, College of Education, University of Texas, Austin. He has served on a number of committees of the Southern Association of Colleges and Secondary Schools, and in 1950 was the president of the National Association of College Teachers of Education. Mr. Stinnett, now Executive Secretary of the National Commission on Teacher Educa tion and Professional Standards, served for nearly a decade as State Director of Teacher Education and Certification in Arkansas and has worked intensively with both advisory councils and state commis sions.
A Workshop Approach To State-Level Problems in Teacher Education
Authors: Jeep H.A.
Published: March 2008

Teacher-education workers throughout the nation are alert to the exemplary man ner in which basic problems have been attacked on a statewide level in Indiana. Progress in that state has tended to focus attention upon the nature of the organiza tional structure—the obvious welding to gether of diversified elements having a stake in the problem. Mr. Jeep, Professor of Education, Ball State Teachers College, Muncie, not only describes procedures, but also points out some conclusions at least tentatively accepted at the moment.
Browsing Through the Bookshelves
Authors: McCuskey Dorothy
Published: March 2008

This column is conducted regularly by Miss McCuskey and all unsigned reviews are by her. Names of other reviewers are placed at the end of their reviews.

Books for review may be sent to Miss McCuskey at the School of Education, University of North Carolina, Chapel Hill. It will not, however, be possible to review all unsolicited material. Choice of ma terial for review is made on the criteria of possible use in teacher-education insti tutions and field-training programs.
Selection of Candidates for Teacher Education
Authors: Magee Robert M.
Published: March 2008

How does a college create and operate a selective admission program? Mr. Ma gee, Assistant Dean, College of Education, Wayne University, Detroit, points up the problem with a concise description of procedures at that institution.
The Role of Group-Work Experience in the Teacher-Education Curriculum
Authors: Miller Henry
Published: March 2008

Off-campus group experience at the pre service level-what it seeks to achieve, how to provide it, how to evaluate it. These factors are discussed by Mr. Miller, Supervisor of Field Work at the City Col lege of New York.
Indiana University's Program of Student Teaching for Prospective Secondary School Teachers
Authors: Batchelder Howard T.
Published: March 2008

Full-time student teaching-a substan tial off-campus experience-the "profes sional semester"-these digressions from the traditional pattern of preservice prep aration at Indiana University are described by Mr. Batchelder, Director of Student Teaching in the Secondary Schools at that institution.
An Evaluation of the "September Experience"
Authors: Mauth L.J.
Published: March 2008

Laboratory experience, now almost a byword in teacher-education circles, is fostered in many different forms. An un usual approach is described here by Mr. Mauth, of Ball State Teachers College, Muncie, Indiana. His methods for the objective measurement of results lend themselves to equally effective usage in other experiments in this important facet of the preservice program.
Helping Student Teachers Grow in Democratic Human Relationships
Authors: Irish Elizabeth H. , Byers Loretta
Published: March 2008

Mrs. Irish and Miss Byers, staff members of the Department of Education, Santa Barbara College, Santa Barbara, Califor nia, describe the manner in which con scious effort is made to enrich the teacher-education curriculum of that in stitution with human-relationship learn ing experiences.
The Ford Foundation-Arkansas Experiment
Authors: Clarke C.M.
Published: March 2008

The accompanying article describes the plan which has been agreed upon between the school people in Arkansas and the Fund for the Advancement of Education of The Ford Foundation. It summarizes the reconcilement of what originally de veloped as a highly controversial proposal. First announcements of the proposal, widely publicized in the press, caused extreme speculation and apprehension among teacher-education personnel throughout the country. These announce ments rather categorically and, it seemed from this distance, rather confidently stated that all professional courses in the first four years were to be eliminated, the two state teachers colleges abolished, as such, and transformed into liberal-arts col leges. The inference was that a predeter mined plan of teacher education, unsup ported by any valid evidence of superiority over the old, was to be imposed on a state school system. The furor raised by these unfortunate statements was reflected in a resolution denouncing the plan, adopted by the AACTE at its annual meeting in Chicago last February.

Fortunately, school personnel in Arkan sas calmly and judiciously sought sound answers to questions raised by the pro posal. They refused to be stampeded by newspaper and public pressures or the lure of grants. A year of intensive study has resulted in a meeting of minds and the adoption of an experimental program which will parallel the present one. If valid evaluative techniques are used, a great service could be rendered teacher education by providing evidence of the relative merits of this plan as contrasted with another. Without such evidence, skepticism may justifiably continue con cerning the wisdom of telescoping profes sional preparation into the fifth year.

C. M. Clarke is Director of the Division of Teacher Education and Certification, Arkansas State Department of Education. He will serve as Chairman of the Execu tive Committee which will direct the project.
Guiding Principles in the Study of Teacher Effectiveness
Authors: Scates Douglas E. , Gage N.L. , Orleans Jacob S.
Published: March 2008

The search for what is basically signif icant goes on alike in Physical science and in education. For example, researchers in acoustics, working for the Bell Tele phone Company, are seeking the common elements which identify a spoken word regardless of whether it is uttered by a child or an aged person, or by persons with different accents and cultural influ ences. Similarly, research workers in ed ucation are seeking to identify those as pects which are basic to any particular type of effective teaching. Further, just as there are many words and phrases in language to suit different occasions and purposes, so also research workers in education expect to find many different forms of effective teaching to suit varying personalities, purposes, and circumstances. The accompanying statement, which seeks to define the essential nature of the re search problem, is notable for its breadth and perspective; it should help researchers in this field obtain a clearer conception of their work. — Douglas E. Scates.
An Annotated Bibliography On Teacher Recruitment, Supply, and Demand
Authors: Eliassen R.H.
Published: March 2008

Out of long familiarity with this field, Mr. Eliassen, Chairman of the Graduate Division, East Tennessee State College, was requested to prepare this important bibliography. He selected and annotated the references with a view to their value for Persons interested in problems of staffing the school systems of our nation. Recent works predominate, but a few earlier studies are included because of their unusual techniques or sig nificance.

Mr. Eliassen writes that these references are typical of hundreds which are available and which are deserving of attention and study. Those listed here, however, provide a substantial nucleus both for gaining a current view of the problem and for beginning a more extended study.—Douglas E. Scates, Editor.
The Heritage of American Teacher Education
Authors: Cremin Lawrence A.
Published: March 2008

In the first issue of the Journal of Teacher Education, March 1950, it was announced that from time to time the Journal would publish abstracts of significant studies in teacher education under the general series title of "Commission Studies in Teacher Education." "The Heritage of American Teacher Education" is an adaptation from a portion of an essay which Mr. Gremin, in collaboration with Harold Snyder, Karl Bigelow, and Margaret Lindsey, prepared for UNESCO for use in discussions abroad of world teacher education. Part I of the article appears in this issue; Part II will be published in the September issue of the Journal.—Editor's Note.
Cooperative Study To Predict Effectiveness in Secondary School Teaching
Authors: Scates Douglas E. , Hedlund Paul A.
Published: March 2008

The characteristic, and heartening, aspect of the present trend in the study of teaching effectiveness is that researchers are actually gathering data on complex qualities and traits which earlier generations thought could be dealt with only by personal impression and judgment. This is not to promise that each study which is undertaken will yield the coveted answer; but it means that the present period is making courageous and effective contributions to the forward movement of educational science. It is through the accumulation of data, insights, and understanding over several hundred years that the physical sciences have achieved their status of great serviceability. Likewise, educa tional science, through continued pioneering effort, will carry us to unbelievable levels of accomplishment.

It is the policy of this research section to bring to the attention of its readers studies which are helping to build the outlines of this progress. The present study is still continuing; but knowing its structure may help others to get research studies along similar lines started.—Douglas E. Scates.
A Study of State Coundis
Authors: Wiggins Sam P.
Published: March 2008

State councils on teacher education are, as the author remarks, "still in their adolescence," but there can be no doubt that their influence has already been im portant in improving the education of teachers. This article presents and dis cusses nine observations and conclusions which have been drawn from Dr. Wig gins' comparative study of councils in a number of states. Readers who are al ready familiar with the work of state councils should find this paper particu larly interesting. Those who are un familiar with the history and present status of councils may wish to consult a descriptive article in Volume II, pp. 272-83, of the JOURNAL.
The Choice of a Vocation
Authors: Jordaan Jean Pierre
Published: March 2008

Any discussion of selective recruitment of students for teacher education must turn upon a number of assumptions re garding the way in which young people make vocational choices. In this article, Dr. Jordaan reviews current research re garding the choice of a vocation and of fers a summary of our present knowledge of the subject. He argues that vocational "development" is a better term than "choice" because "Every vocational deci sion has a history.... The final decision ... is the result of a process stretching over many years."

The author is Visiting Assistant Pro fessor of Education in Teachers College, Columbia University.
Will They Get the Jobs They Want?
Authors: Wandt Edwin , Aikman Louis P.
Published: March 2008

This is a study of 1,600 student teach ers of the four municipal colleges of New York City with respect to the char acteristics of their "ideal" teaching situa tion. The authors believe that the dif ferences between the actual jobs avail able and these ideal jobs may have some influence on the high rate at which young teachers leave the profession. They argue that "It is the duty of teacher training institutions to apprise our future teachers of the conditions under which they will probably work after graduation, and to create in the students some of the missionary spirit that is undoubtedly a necessary ingre dient of effective teaching."
The Improvement of Teaching Through Counseling of the Teacher
Authors: Symonds Percival M.
Published: March 2008

The March, 1954, JOURNAL OF TEACHER EDUCATION contained an article by pro fessor Symonds in which he maintained that "teaching is essentially an expres sion of personality." In this article he extends that earlier argument to state that effective supervision is psycho therapy.
Educators Abroad
Authors: Hoppe Arthur
Published: March 2008

Arthur Hoppe is well qualified to dis cuss the many problems and opportuni ties facing American educators as they work abroad. During 1954-55 the au thor, recipient of a Fulbright scholar ship, served as visiting professor of edu cation and curriculum in Cairo, Egypt. His experiences should do much to help American educators prepare themselves to become more effective as EDUCATORS ABROAD.
Internships for Teachers at Half-Load and Half-Pay: An Hypothesis
Authors: Bergstrom Howard E.
Published: March 2008

First-year teaching is a trying ex perience for anyone. For the unusu ally confident and mature individual, this first year of professional work presents many challenges and prob lems. For the somewhat over-conscien tious and idealistic, although poten tially promising person, the achieve ments experienced may seem out of proportion to the failures, with the resulting decision to quit teaching for some other more lucrative and less harassing field of work. The au thor, in the article presented here, makes an interesting attack on, the problem of how to keep our over burdened and under-experienced be ginning teachers with the profession. Mr. Bergstrom, formerly a public school teacher and a supervisor of student teaching at both the Univer sity of Minnesota and Western Wash ington College of Education, is now Coordinator of Instructional Services for the University City (Missouri) Public Schools.—EDITOR.
Selective Admissions and Retention Practices in Teacher Education
Authors: Stout Ruth A.
Published: March 2008

The article which begins on this page is the fourth in a series of significant studies in teacher education published in the Journal of Teacher Education since March, 1950, under the general title, "Commission Studies in Teacher Education."

It is a condensation of Dr. Stout's dissertation submitted to the University of Minnesota in June of this year. The study was jointly sponsored by the American Associa tion of Colleges for Teacher Education and the National Commission on Teacher Educa tion and Professional Standards.

Since joining the Kansas State Teachers Association staff in 1953 Dr. Stout, as Director of Field Programs, has handled educational planning and research. Most of her time is devoted to college relations, selective recruitment, and improved certification and prepara tion standards. Her record of professional service includes the following: chairman. NCTEPS, 1955 (member, 1949-55); president, KSTA, 1947; member, North Central Association Liberal Arts Study Committee, 1950, 1951; member, AACTE Committee on Studies, 1952-57; member, Kansas Advisory Council on Teacher Education, 1947-present; chairman, Kansas Commission on Teacher Education and Professional Standards, 1949- 53 ; and first vice-president, National Education Association, 1957-58. This record of service has ably qualified her for the preparation of this important study which is national in scope.

Parts I and II of the study appear in this issue; parts III and IV will be published in the December, 1957, issue of the Journal.—THE EDITORS.
Perspective on Teacher Education
Authors: Hancher Virgil M.
Published: March 2008

With this issue, a new JOURNAL fea ture is inaugurated—a section carrying abstracts of recent and significant ad dresses dealing with teacher education or education in general. Much of the valuable literature of education is pre pared originally as manuscripts for ad dresses rather than as formal articles for publication. The editors hope to publish one or more such abstracts in each issue hereafter, and manuscripts are solicited for this section.
D. C. Schools Drop Classroom TV
Authors: Bingham Andrew W.
Published: March 2008

18 Other Area Education Systems to Continue "Time for Science"
The Two-Week Field Experience
Authors: Bowman David L.
Published: March 2008

An Adventure in Off-Campus Student Teaching
Behavior Problems of Children
Authors: Porter Robert M.
Published: March 2008

Students rate the seriousness of behavior problems.
The Pursuit of Professional Excellence
Authors: Bryant Roye R.
Published: March 2008

If full professional status is to be more than an impractical dream, teachers must accept the rights and responsibilities of professional citzenship.
Fostering Mental Health in the Classroom
Authors: Spafford Ackerly S. , Bernstein Lotte , Erwin Edmond , Noble Helen , Monk Mary
Published: March 2008

Through field-service experience in a child-guidance clinic teachers learn that the therapeutic approach can be applied to their work in the classroom.
Profession, Anyone?
Authors: Yeager Herman V.
Published: March 2008

Can teachers afford to postpone further the vigorous, positive, concerted action needed to achieve professional status?
The Content of Teacher Education
Authors: Wattles Marshall D. , Osibov Henry
Published: March 2008

Are charges that secondary teacher education programs are heavily weighted by courses in education justified? Is subject-matter specialization lacking? This report of a study made at the University of Oregon sheds some light on these important questions.
Who Shall Control the Content?
Authors: Hutson P.W.
Published: March 2008

Is the "all-institution" approach to the control of education courses really wise, or are its proponents merely glossing over the weakness of the position they have accepted for departments of education?
The Future—In Our Hands
Authors: Whaley R.M.
Published: March 2008

Scholars and educators must share the responsibility for shaping the future in education. Only through a continuing co-operative effort can the content and process be improved.
The Principal's Role in the Student Teaching Program
Authors: Schwartz Sheila
Published: March 2008

The principal should assume responsibility for a student teaching program in his school only if he can give it the attention it requires.
The Prospective Teacher as Observer
Authors: Murphy Geraldine
Published: March 2008

A scheme for observing is needed to guide the prospective teacher before, during, and after observation of teaching.
Classroom Paradox
Authors: Carr Alden J.
Published: March 2008

In all too many instances there is a marked divergence between what future teachers are taught and what they actually do in their classrooms after they have become teachers.
How Well Do Social Studies Majors Interpret Indefinite Quantitative Concepts?
Authors: Gill Clark C.
Published: March 2008

When pupils learn to derive precise meaning From definite and indefinite quantitative concepts, then we will have reduced substantially the ex cessive prevalence of verbalism in this field.
Part II: Foreign Students and American Education
Authors: Beck Robert H.
Published: March 2008

This is the second installment of a three-part article, the first part of which appeared in the June issue under the title, "The Foreign Student: General Pro file and Perceptions." Parts III and IV, entitled "Theoretical Considerations" and "Recommendations," will appear in the December issue. The complete article is appearing in the JOURNAL through the courtesy of the Council on Social Work Education, who will publish it this fall as a part of a report entitled STRANGERS IN OUR MIDST: THE PROFESSIONAL TRAINING OF STUDENTS FROM OTHER COUNTRIES. The report is being prepared by Irwin T. Sanders from conference materials and discussions of an interprofessional conference sponsored by the Association of Schools of Public Health and the Council on Social Work Educa tion and held at Osgood Hill Conference Center, Boston University, October 29- November 2, 1961.-ED.
The Place of Accreditation in the Governance of Higher Education
Authors: Selden William K.
Published: March 2008

The problem of accreditation, with special reference to the preparation of teachers, set in the larger context of academic self-government as a critical example of democratic responsi bility
How Psychology Can Contribute
Authors: Laosa Luis M.
Published: March 2008

Cognitive Styles and Learning Strategies Research: Some of the Areas in Which Psychology can Contribute To Personalized Instruction in Multicultural Education
Employment Success
Authors: Mahan James M.
Published: March 2008

Indiana University survey finds 85% of beginning teachers prepared for ethnic minority settings successful in finding jobs.
Teaching Mathematics in High and Low SES Classrooms: An Empirical Comparison
Authors: Good Thomas L. , Ebmeier Howard , Beckerman Terrill
Published: March 2008

The purpose of this paper is to compare the relative effectiveness of a common set of instructional behaviors for fourth grade mathematics students across two different SES settings.
Simulation Helps Preservice Students Acquire Pragmatic Teaching Skills
Authors: Zuckerman Robert A.
Published: March 2008

Forms ... forms ... and more forms! Administrative duties can overwhelm new teachers, unless they have some notion about school procedures. Simulation "Hey Teach" was developed to introduce preservice students to the myriad of tasks they will have to perform, but which aren't covered in university training programs.
Accountability at What Price?
Authors: Pai Young , Krueger Jack
Published: March 2008

Measurability, efficiency, and precision are traits of a technological model of education that may be jeopardizing students' learning to think creatively, this short essay argues.
Educational Psychology's Identity Crisis
Authors: Clinefelter David L.
Published: March 2008

Educational psychology lacks precise definitions regarding curriculum, clientele, research emphases, and accountability. A literature analysis indicates that to resolve the problems "educational psychologists should direct their attention toward the classroom and the instructional processes that take place there."
Chicago State's Evaluation Program Generates Worthy Link With Schools
Authors: Starkman Stanley S. , Olsen Clarence R. , Bellis David , Fritschel Arthur
Published: March 2008

To comply with accreditation standards, this university designed a longitudinal evaluation program, discussed here, that is generating good relations with schools by offering them formal, continuing communication with the university. Both graduates and their employers "are pleased that the university is attempting to respond to their needs."
Teaching the Poor: Its Effect On Student Teacher Self-Concept
Authors: Smith Sara Dawn , Smith William D.
Published: March 2008

This study explored the effects that placements of student teachers in differing socioeconomic environments have on their self-concepts. Specifically, student teachers working with children from middle-class neighborhoods were compared to student teachers working in lower-class neighborhoods.
The Scholarly Ethos in Schools of Education
Authors: Wisniewski Richard
Published: March 2008

In order to become first-rate professional schools, scholarship must be the first order of business in teacher preparation. Education, suggests Wisniewski, is a fer tile field for scholarly inquiry. Further more, the complexity of teaching and teacher education makes on-going study imperative. That study must center not only on classroom phenomena, but on the culture and ethos of the institutions responsible for training prospective teachers.
Selecting a Measure of Oral Communication as a Predictor of Teaching Performance
Authors: McCaleb Joseph
Published: March 2008

Effective communication skills are imperative given the interac tive nature of teaching. In this study two measures of preservice teacher communication ability were tested to determine their predictive validity with respect to instructional performance. Both instruments used, the Communication Competency As sessment Instrument and The Snyder Speech Scale, appear to be excellent measures for predicting the clarity with which pros pective teachers will be able to present concepts and ideas to students. Recommendations are offered for relating teacher per formance to teaching effectiveness and for improving preservice teachers' speech competencies.
Ineffective Teaching: Can We Learn From It?
Authors: Treiber Frances
Published: March 2008

Treiber describes a prospective teacher's observations of an ineffectual middle school English teacher. She provides documentation of specific behavior patterns demonstrating ineffective teaching, and poses one possible answer to the question, "Can the research litera ture dealing with effective teaching be connected to the process of teacher education?"
Politics and Teacher Education Reform
Authors: Corrigan Dean
Published: March 2008

Changing schools and teacher prepara tion programs involves political, economic, social, and educational reform. The rationale for a multifaceted approach to reform is simple according to Corrigan: Education is politics. Furthermore, changes that occur in the future should take into account the close relationship between teachers and teacher educators. Though their respon sibilities are different, their goals and interests are inextricably interwoven. Professional development requires new working relationships. In addition, incen tives must be found to balance the effects of new legislative requirements and to stimulate the career development of high quality teachers.
Teacher Education: Of the People, by the People, and for the People
Authors: Clinton Hillary Rodham
Published: March 2008

The winds of reform are upsetting the status quo in teacher education, and, according to Clinton, one of the keys to insuring that the reforms are well imple mented is the development of effective inservice programs. Such inservice programs must be tied both to the goals of the educational system and to the needs of educators. Most importantly, Clinton describes six basic policy assumptions undergirding the kind of inservice education programs needed in public education.
Teacher Development: The Challenge of the Future
Authors: Ward Beatrice A.
Published: March 2008

Teaching occurs in classrooms that are part of larger social, political and educa tional context. Ward describes the com plexity of enhancing teacher perfor mance within this context and outlines four dimensions of teacher development that warrant special attention: (a) actions and policies of state legislatures and state boards of education; (b) the nature of the teacher work force; (c) the characteristics of the schools in which teachers teach; and (d) the administra tors with whom teachers work. The author further describes the most com mon features of current teacher develop ment programs, the characteristics of effective programs, and the essential elements commonly omitted from programs.
Six Major Functions of Staff Development: An Expanded Imperative
Authors: Howey Kenneth R.
Published: March 2008

The characteristics of effective staff development programs and inservice activities are beginning to emerge. Furthermore, the author suggests, six specific purposes for staff development are implicit in the professional literature: (a) pedagogical growth, (b) understand ing and discovery of self, (c) cognitive development, (d) theoretical develop ment, (e) professional development, and (f) career development. Howey argues that though the knowledge base con cerning staff development is fragmented, adequate data exist to guide the design of programs that can prepare more and better teacher leaders.
Recent Research on Classroom Management
Authors: Doyle Walter
Published: March 2008

Few problems associated with teaching receive more attention than classroom management and discipline. In particular, many critics of teacher education claim that the preservice curriculum does not adequately stress the requisite concepts and skills needed for helping prospective teachers prevent and deal with the discipline problems evidenced in classrooms. In this article, Doyle synthesizes the research on classroom management and suggests possible directions for revising preparation experiences to accommodate an emerging knowledge base.
Linking Career Ladders withdemonstration Scholls
Authors: Kapel David E. , Mour Stanley , Whitford Betty Lou , Benningfield Matt , Brooks Terry , Liedtke Joseph
Published: March 2008

Many recent proposals aimed at the enhancement of American education have included emphasis on identification of master teachers. In this article, the authors define a three-step career ladder linked with a plan for the improvement of teaching. Additionally, Kapel and colleagues propose the establishment of demonstration schools and classrooms staffed by teachers who could fulfill the role of master and mentor educators within a school district.
A Framework for Research on Teacher Education Programs
Authors: Katz Lilian G. , Raths James D.
Published: March 2008

Katz and Raths present a framework for use in classifying and summarizing re search on teacher education programs. The framework serves as a heuristic for investigating and identifying critical re search questions vis-a-vis teacher prep aration. Eleven interacting parameters within the framework contain a wide range of variables, including (a) pro gram goals, (b) characteristics of teacher education candidates, (c) characteristics of faculty and staff, (d) course and pro gram content, (e) program ethos, (h) ad mission, graduation and certification regulations, (i) institutional resources, (j) evaluation procedures, and (k) program impact. The authors argue that by sys tematically ordering the available litera ture and generating and testing appro priate research questions, teacher educators should be able to develop more useful theories to guide practice in the field.
Studying the Professional Development ofTeachers: How Conceptions of the World Inform the Research Agenda
Authors: Zimpher Nancy L. , Ashburn Elizabeth A.
Published: March 2008

The knowledge base about the profes sional development of teachers has been confused with the research on teacher effectiveness. Although teach ing and teacher education are intimately related, they are also separate. The authors describe the differences be tween the two phenomena and discuss the implications of research findings for teacher education programs. Further, Zimpher and Ashburn assert that the study of the professional development of teachers will proceed in a more sys tematic, comprehensive, and effective manner if that research is informed by multiple conceptions ofthe world. These conceptions allow for differing and at times competing research directions, and they can serve to stimulate a research agenda responsive to the com plex nature of teacher education.
Perceived Origins of Teaching Behavior
Authors: Clark D. Cecil , Smith Ralph B. , Newby Timothy J. , Cook Verna A.
Published: March 2008

What impact does a teacher education program have as a source of ideas for subsequent teaching practice? To an swer this question, Clark and his col leagues collected "origins" behavior for 71 student teachers and first-year teachers. Through systematic class room observation of the subjects, 1,346 teaching behaviors were observed and analyzed. Immediately after a behavior was exhibited, the teacher described what he or she perceived as the origin of that behavior. The dominant behavior related to instructional activities and the most frequently perceived origin was "my own idea." Few behaviors were attributed by the teachers to their work with university faculty members. The authors discuss the reasons for their findings, and they propose several ways of mitigating the powerful influence of personal experience.
What Can and Cannot Reasonably Be Expected from Teacher Induction Programs
Authors: Huling-Austin Leslie
Published: March 2008

Huling-Austin presents a number of ideas related to what can and cannot be accomplished through teacher induc tion programs. The author's intent is to help educators who are conceptualizing and designing induction programs for beginning teachers to identify reasona ble expectations for those programs.
Wait Time: Slowing Down May Be A Way of Speeding Up!
Authors: Rowe Mary Budd
Published: March 2008

The wait time concept has become a significant dimension in the research on teaching. When teachers ask students ques tions, they typically wait less than one second for a student response. Further, after a student stops speaking, teachers react or respond with another question in less than one second. The concepts of wait time 1 (pausing after asking a question) and wait time 2 (pausing after a student response) are discussed in this article by Rowe. She reviews the literature on wait time and describes the efficacy of different training procedures used to enhance the quality of teacher questioning techniques and teacher responses to students. The appropriateness of using wait time with special needs students, particularly handicapped children, is also discussed.
Constraints on Teacher Change
Authors: Duffy Gerald , Roebler Laura
Published: March 2008

Duffy and Roehler examine teacher resistance to change by collecting self- report data on why a particular instruc tional innovation was not regularly implemented in classroorr's. Results in dicate that certain conditions constrain teacher thinking about innovations. These conditions are described. Hypo theses are presented regarding the ways these constraints modify teacher im plementation of instructional innova tions. Implications for teacher educators and researchers are suggested.
University Contributions to the Education of Teachers
Authors: Clift Renee Tipton , Warner Allen R.
Published: March 2008

Are the contributions of universities to the teacher education process unique? What is the role of the university in en hancing the quality of teacher prepara tion? Clift and Warner assert that univer sities make four unique contributions to the education of teachers — contribu tions that cannot be made by other edu cational institutions such as school districts. University teacher education practices: (a) provide the time and re sources for reflecting on educational issues; (b) provide multiple perspectives on the teaching and learning process; (c) provide for intellectual diversity re garding the nature and purpose of schooling; and (d) provide for continued research into the nature of teaching, learning, and schooling.
Teaching Professional Ethics
Authors: Soltis Jonas F.
Published: March 2008

Soltis discusses the importance of teach ing professional ethics in teacher educa tion programs. Formal ethical codes, such as the one established by the NEA, provide a foundation for ethical deci sion-rnaking, but they also may leave prospective teachers ill-equipped to deal with the complexities of novel or unique problem situations. Teacher educators, argues the author, should raise the ethi cal corasciousrsess of preservice teach ers to the multiple moral realities of the work world. Once such a sensitivity or consciousness occurs, teachers then need to develop strategies and skills for diagnosing ethical issues and making sound ethical judgments. Soltis pro vides examples for how such ethical in quiry might be fostered in a preparation program without concommitantly en couraging ethical relativism.
Planning and Problem Solving in Teacher Education
Authors: Neely Ann M.
Published: March 2008

Neely presents findings from an experimental study investigat ing the effects of training in cognitive monitoring on preservice teacher lesson planning. Lesson plans and lesson implementa tion were found to be significantly more effective for prospective teachers trained in cognitive monitoring. Implications are dis cussed regarding the inclusion of problem solving training in teacher preparation programs.
Cooperative Doctoral Programs: Georgia's Solution for Conserving Scarce Resources
Authors: Johnson Clifford I. , Vergason Glenn A. , Fallis Charles L. , Toth Floyd D.
Published: March 2008

Johnson and his colleagues describe the joint ventures between a large state university and three public senior col leges in the development and imple mentation of cooperative residential doctoral programs. These programs, which have been in existence for five years, are highly cost effective com pared to the alternative of granting uni versity status to numerous state col leges. They also provide economical and quality educational opportunities to student populations that previously have not had access to doctoral level work.
Faculty Development in Teacher Education: An Agenda
Authors: Brittingham Barbara
Published: March 2008

Faculty development in schools, col leges, and departments of education should address the special needs of teacher education and reflect current knowledge of adult and career develop ment. This article proposes six priorities for faculty development that can strengthen the role of teacher education within the academy while developing the vitality of the education faculty indi vidually and collectively.
A Collaborative Approach for Mentor Training: A Working Model
Authors: Thies-Sprinthall Lois
Published: March 2008

Sprinthall provides a critique of current teacher induction programs and suggests a framework for a comprehen sive response to improve inservice teacher preparation, with veteran teachers assuming new roles as trainers for neophyte teachers. Such roles legiti mate an explicit shift for teacher induc tion from the university to the school. The author's model enables local educa tion agency (LEA) teachers to act as clin ical faculty and provides an opportunity for university professors to serve as ex tension agents.
Bridging Gaps: Cross-Cultural Training in Teacher Education
Authors: Cushner Kenneth , Brislin Richard
Published: March 2008

Successful interactions with individuals of different backgrounds necessitates adjustment to and awareness of myriad cultural perspectives, attitudes, and be haviors. Cross-cultural training has demonstrated the ability to bring about change in people's cognitions, affective reactions, and behavior. A newly devel oped culture-general assimilator is intro duced as a tool for use by teacher educators.
Selecting Outstanding Faculty: Indicators of Quality
Authors: Moore Arnold J.
Published: March 2008

Moore investigates indicators of faculty quality as perceived by deans of SCDEs. Data were collected by mailing a special ly constructed instrument to a sample of 243 deans of education. The instru ment was comprised of selected quality indicator categories: academic prepara tion, professional experience, personal qualities, documentation of teaching ef fectiveness, evidence of scholarship, ser vice activities, candidate's personal and professional development, and leader ship qualities. Responses were returned by 178 deans. Data were analyzed through the use of descriptive statistics. Eight criteria were ranked as the most important indicators of quality for initial employment. Those indicators were pre sented and discussed.
Cognitive Development of Teacher Candidates: An Analysis
Authors: Reyes Donald J.
Published: March 2008

Undergraduate majors in elementary and secondary education were com pared to non-education majors on their attainment of the Piagetian tasks of classification, conservation, propor tional reasoning, images, and relations. No significant differences were found be tween the groups, although each group scored below levels predicted by Piage tian theory. Reyes discusses the implica tions of his findings for teacher educa tion.
Reflecting on Reflective Teaching
Authors: Gore Jennifer M.
Published: March 2008

"Reflective Teaching" is a term used in teacher education to convey various meanings and purposes. In this article, Cruickshank's Reflective Teaching ap proach to practice teaching is critiqued, strengths of the approach are acknow ledged, and modifications are proposed. Gore makes comparisons between Zeichner's critical, but school-based per spective, and the more technocratic, positivistic approach of Cruickshank. The author views Cruickshank's Reflec tive Teaching as viable and efficacious if modifications are made in its structure to accommodate some practical, educa tional, and ideological concerns.
We've Heard This Song ... Or Have We?
Authors: Keith Marcia J.
Published: March 2008

An historical perspective on reform proposals for teacher education is provided. A selected group of reform proposals is used to illustrate three com mon themes that have pervaded the vari ous reform movements of the last half century. The paper concludes with a dis cussion of current reform agendas, and suggests that at least some of the reform recommendations can be viewed through a redefined framework.