Suggests a framework for clinical teacher education (to be used in programs for prospective, beginning, and career teachers) that proposes context as a defining property and outlines seven critical features. Programs should be purposeful, participatory, knowledge-based, ongoing, developmental, analytical, and reflective. Includes 55 notes. (MLH)

The difficulty of evaluation of staff development programs is examined in terms of the goals of staff development, the individual and contextual goals, and structural properties inherent in staff development programs. Several guidelines for evaluation are offered. (JMF)

Examines the publication "Time to Learn" from the perspective of its relation to programs of teacher education. Discussion of the book is organized around three criteria: (1) utility for teacher education, (2) the perceived reality of schools and their personnel, and (3) expected influence of the book on teacher education. (Author/DB)

A school-based intervention, Changing Teacher Practice (CPT), was developed to teach school leaders, principals, and resource leaders what research has discovered to be effective teaching and effective staff development. CTP was designed to determine if research findings could be used to improve practice and whether practitioners in a school…

The potentialities of the beginning teacher can best be realized by a high level of interaction and collaboration with experienced teachers and understanding administrators. When new teachers start their work, the procedural aspects should be minimized and the pedagogical responsibilities emphasized, with immediate support being provided from the…

The Classroom Management Improvement Study (CMIS) was designed to investigate a complex staff development effort in order to provide a clear explication of the treatment in the event that either researchers or practitioners desired to replicate the intervention. The treatment was directed toward introducing effective classroom management…

Educational research is not having the impact on teaching practice that it could and should be having. In the past fifteen years, a four-tier pattern has emerged, with each tier more complex and revealing than the one before. Earlier researchers focused on description and differentiation in their studies, building a body of knowledge that could be…

This article presents five propositions for rethinking the role of teachers and the practice of teaching in the years ahead. The propositions are rooted in certain conditions of schooling and teaching and are proposed as a step toward making teaching as attractive a career as other lines of professional endeavor. (IAH)

A pilot study attempted to develop a link between research findings and potential users of those findings. A school-based intervention, Changing Teacher Practice (CTP), was developed to teach school leaders, principals, and resource leaders what research has discovered to be effective teaching and effective staff development. CTP was designed to…

Three broad areas of recommendations in the teacher education reform agenda are addressed in this paper. These areas are preparation and continuing education of teachers, the conditions of teaching in the schools, and the requirements of teacher certification and licensure. The reform recommendations are aimed at: (1) the professional status of…

In five meetings between June 1988 and September 1989, the national curriculum committee of the Holmes Group, a consortium of 96 U.S. research universities committed to making their teacher education programs more rigorous and connected, came to agreement about fundamental principles that should underlie the curriculum of teacher education. In…

Selected research studies which have potential utility for and impact upon the conduct of staff development programs in school settings are reviewed in this paper. The context, assessment, content, and process of staff development programs are defined, and 27 validated studies are introduced and discussed. Trends in findings are noted, and gaps in…