The initial training of the United Kingdom's primary teachers is undergoing major restructuring. This article analyzes the main strands of these changes over the last 10 years, examining both the politicization of teacher education and the development of theoretical perspectives that reveal the complexity of the nature of professional knowledge.…

The article challenges the efficacy of the manager metaphor for new teachers, proposing an alternative metaphor of the teacher as technician. Teacher educators can simplify the classroom management training process by limiting the skills covered and focusing in more depth on what teachers will actually experience. (SM)

Investigated the impact of a school-based teacher-education partnership on the professional development of elementary mentor teachers. Analysis of two mentor-teacher surveys indicated that mentors perceived benefits in the areas of teaching style, addressing student needs, and program influences. Mentor teachers became more self-confident,…

This study examined the extent to which selected course experiences influenced preservice teachers' perceptions of their comfort and competence in planning and implementing parent involvement programs in schools. Pretesting and posttesting indicated that the course experience made a significant difference in enhancing students' perceptions of…

Examined urban teachers' and site administrators' attitudes about problems and needs in culturally and linguistically diverse urban classrooms, investigating teachers' beliefs about the most pressing needs for school-university collaborations in education. Using data from teacher surveys, representatives from the university and school district…

Traces the evolution of the University of Arkansas College of Education and Health Profession's teacher education program into a fifth-year extended internship model that culminates in a Masters degree in teaching. The program, developed cooperatively by university faculty and public school teachers and administrators, partners university faculty…

Evaluated the impact of student teachers on the public school teachers and students within the Professional Development Schools (PDS) in which they were placed. Data from observations, samples of student teacher and student work, and interviews with student teachers, mentor teachers, and principals indicated that the PDS-mediated collaborations…

After examining the beginning of the professional development school (PDS) movement, this paper describes the PDS model; discusses PDSs, teacher education, and school reform; and presents critical attributes of PDSs (nurturing a true learning community, stressing collaboration, and creating greater professional and public accountability).…

Describes Idaho State University's Partnership School Program, which educates preservice and inservice teachers about Native cultures, values, and ways of knowing, highlighting a public school on the Fort Hall Shoshone-Bannock Indian Reservation. By applying principles of constructivist teaching and collaboration as communities of learners, many…

Investigated the nature, development, and effectiveness of teacher training programs for American Indians, contending that historical marginalization within and limited access to educational contexts have silenced Native communities' voices in school planning. Effective American Indian preservice programs provide access to university resources;…

Examines the origin and nature of student aggression, offering recommendations for refocusing the content of teacher education programs. The paper suggests refining the boundaries of professional development to engage all school personnel in combating aggression. Argues for strengthened university and public school collaboration to curb the rising…

To improve teacher preparation, higher education must collaborate with public schools. Hindrances to collaboration include reward structures in higher education and programs of study (including that for future higher education faculty). The paper examines proposals for supporting teacher education faculty who work cooperatively with public schools…

This article describes the Hunter College/District Four Collaborative Program, an induction program for first-year elementary minority teachers. Through mentoring, counseling, tutoring, and graduate courses, these teachers acquire survival skills, attitudes, and behaviors to help them succeed in an urban multicultural setting. (IAH)

In addition to describing aspects of a collaborative project with local schools operated by Purdue University, this article outlines three models of collaboration between schools and universities. The Purdue Project is designed to help social studies teachers enhance the thinking processes of their pupils. (IAH)

An innovative public high school/university partnership designed to improve the academic performance and college readiness of language minority students is described. This tutoring program, Tutoring Enrichment and Assistance Model with Schools, pairs undergraduates and high school students. Implications for teacher recruitment and teacher…