The purpose of this study was to determine the strengths and needs of first-year secondary teachers, procedures that could be of help in improving practice, and causes for leaving teaching after the first year. Results are discussed. (MT)

Assessed the importance of knowledge and skill competencies in applied behavior analysis by experienced teachers of students with emotional-behavioral disorders (E/BD) who completed E/BD knowledge and skill competency rating scales. Teachers considered applied behavior analysis competencies very important to their teaching knowledge and skills.…

Evidence does not support the claim by certain critics that students lack cultural literacy because skills and processes are stressed at the expense of content, in both the classroom and teacher education programs. (IAH)

Arguments for microteaching as part of an introductory methods course are presented, and the role of the supervisor in setting up and conducting a microteaching laboratory is explored. (JMF)

A series of empirical investigations of the impact of teacher implementation of the set induction teaching method on student behavior is summarized and discussed. (LH)

A model staff development program is presently being implemented at Memphis State University in which systematic observation and videotape feedback is used to provide teaching faculty with the opportunity to analyze and improve their classroom behaviors. (MM)

Examined elementary, middle, and high school principals' perspectives on their first-year teachers' competencies. Survey data indicated that principals had mixed feelings about new teachers' competencies. They believed new teachers needed improvement in discipline, diversity, technology, and curricular integration/flexibility issues. Perceived new…

Examined the impact of a preservice program that modeled effective teaching practices for early adolescents and incorporated collaboration between school teachers, preservice teachers, and instructors. Participant surveys and interviews following their first teaching year revealed the relative ease of program implementation within an existing…

Describes a project that uses videotaped segments of best-practice teaching methods with freshman practicum students, presenting the rationale, process of collecting teaching segments, and preliminary use of two tapes. Initial response suggests that using videotaped teaching segments with preservice students is a positive approach to introducing…

This article describes the content knowledge and psychological support strategies included in the Teacher-Research Institute, which trains teacher-researchers and makes recommendations for helping teachers sustain their research efforts after the year-long institute ends. (IAH)

Reports a study of 13 teacher education institutions that examined practices for selection and evaluation of cooperating teachers. Survey results indicated that student teacher placement procedures and selection of cooperating teachers remains relatively unchanged. The most important selection criteria were principal's recommendations and teaching…

Examines how differences in the cognitive levels of 60 pre-service teachers influenced the way they perceived and interpreted their teaching competency. Results showed that students of higher cognitive ability set higher standards for their teaching performance, and thus were more critical in their self-evaluations. (TRS)

Examined changes in teachers' beliefs and practices after using video to enhance self-evaluation and guided reflection within a field-based course. Data from a teaching-belief survey, videotapes of teaching episodes, videotapes of post-teaching episodes, and a videotaped portfolio presentation indicated that participants came to view teaching as a…