In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the…

This research examined the role of computer-mediated communication (CMC) in a partnership that was formed between an educational psychology course for preservice teachers, eight professors from the university's teacher education program, and eight practicing teachers from diverse public schools from across two states. Participants communicated via…

This article describes a paid field experience designed to investigate teacher candidates' willingness to teach in urban schools. Seventy-three teacher candidates each participated in an urban field experience including 90 hours of tutoring and 12 hours of training. Data from pre and post surveys indicated no significant difference as the number…

This study examined a teacher education program rooted in a social justice framework and intended to infuse multicultural education throughout the curriculum. Two teacher educators designed the three-year, undergraduate program to prepare mostly White candidates from a suburban area to teach in urban elementary schools. By describing the…

The rationale, process, and structure of the reorganized Office of Student Teaching at Indiana University is described. (MM)

Most reward systems for teacher education are not focused on preparing better teachers but on "vita puffing." The time is right for reward systems to be focused on rewarding those administrators and faculty who bring about improvements in their own programs. (MT)

The teacher educator must develop programs that view education as a process of growth rather than the teaching of a set of skills. Education majors need to learn how, when, and why to apply the skills they have developed. (DF)

Problems concerning the accreditation of teacher education programs include: (1) the differences in requirements at various institutions; (2) evaluating program substance instead of form; (3) determining actual qualifications of graduates; (4) the purpose of accreditation; and (5) the effectiveness of the evaluation. Various solutions are…

Four requirements for fostering a proactive strategy for the future of teacher education are identified in this article. (DF)

This article explores responsibilities of colleges of education in the move to reform the education system. (DF)

Results of a study on education graduates in Florida indicate that higher qualified graduates are entering and intend to remain in teaching positions. This study examined employment status, long-range teaching plans, satisfaction with teaching, and attitudes towards teaching as a career. Methodology and results are given. (DF)

An outline of the characteristics of exemplary schools is presented in a discussion of the effective schools movement. Research on the implementation process of a pilot program explores a plan for school improvement. A view of effective school research and school improvement from a political perspective is offered. (DF)

Two tests are provided for those considering a teaching career: (1) a one-question, multiple-choice examination in which the respondent is informed of the status of public school education, and (2) an eight-question test that measures the effectiveness of teacher education programs that aspiring teachers may attend. (CJ)