Following the mandates of state and national accreditation bodies and in keeping with what is considered best practices, teacher education programs nationwide require students to engage in early field experiences as part of preservice preparation. Accreditation bodies such as the National Council for Accreditation of Teacher Education (NCATE,…

The "No Child Left Behind" legislation requires states to classify schools based on students meeting the state's academic standards. A combination of factors, including scores on state specific tests and nationally normed tests, can result in a school being awarded a low classification or a high classification. In the authors' state,…

The purpose of pre-service teacher education programs is to provide future teachers with the necessary skills and tools to be effective educators. In addition to providing students with pedagogical methodologies, these programs should prepare students to work with various and diverse populations and give them the ability to acknowledge and address…

Findings of a follow-up study of 694 teacher education graduates' perceptions of need, proficiency, and source of proficiency are presented. Implications of the results are discussed. (MT)

A four-level approach to teacher development was prepared from an 18-year study of teacher credential candidates. Characteristics of teachers at each stage are described, and conditions for successful passage from stage to stage are proposed. (DF)

Reviews research surrounding current standardized testing practices, examining the efficacy of the Reading Instruction Competence Assessment (RICA) examination in particular. The paper reports results of a study that correlates RICA test scores with existing test data, seriously questioning the current testing trajectory as it relates to RICA and…

A study examining political and economic issues of the teacher certification movement, focusing on how it affects teacher shortages, presents data regarding the impact of the California Basic Education Skills Test on instructional programs at racially isolated schools. (Author/CB)

The teacher education profession must develop a program to assess essential elements of professional knowledge comprising a teacher education curricula so that institutions can prepare teachers who can demonstrate that they have gained an acceptable mastery of cognitive and affective learning. (Author/CB)

A discussion of the development and implementation of a multicultural teacher education program at California Polytechnic State University explores problems encountered in: defining multicultural education; encouraging continuity between the teacher education program and the public schools; and refining the multicultural competencies that…

The article describes the operation of a school district inservice program in science and the decision to include student teachers. Six student teachers participated in a study to determine the effects of the program on their teaching performance. Results are discussed. (CB)

The experiences of two social scientists in developing and implementing a teacher inservice program on inquiry skills of teachers are discussed. Problems and successes of the workshop are analyzed. (DF)

Suggests a model for assessing student teachers based on dimensions of military leadership. The article recommends modifying nine military competencies for assessing leadership behavior: communication, supervision, teaching and counseling, team teaching development, organization and management proficiency, decision making, planning, management…

An approach to supervision that is closely linked to multicultural teaching and educational equity is needed within teacher education. A rationale for a specific conception of multicultural teacher education is presented. Its supervisory derivative, multicultural supervision, is examined along with concepts and implementation strategies from a…

Surveys of preK-12 cooperating teachers examined demographics, perceptions of field experiences, and perceptions of cooperating teachers' contributions, frustrations, and satisfaction with the job. Results indicated that participants believed they contributed to the development of prospective teachers and derived satisfaction from the task,…

California's colleges and universities must share responsibility for preparing teachers who are knowledgeable about what they teach and proficient in how and whom they teach. Teacher preparation programs must recruit and train highly qualified teachers and strategically address public school needs. Higher education leaders must promote better…