This review examines the past 25 years of empirical research on social justice in teacher education, focusing on the question of how researchers in the field, who demonstrate a long-standing aspirational commitment to preparing new teachers for diversity and equity, address students' and teacher candidates' multiple social markers of identity, and…

This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and…

Purposes and methods of attracting articles on educational research to the Journal of Teacher Education are discussed. Three research-oriented formats are introduced that will appear in future issues: (1) Teacher Education Research Commentaries; (2) Research Briefs; and (3) research articles. (FG)

This article reports on studies on the phenomena of teaching at the Institute for Research on Teaching at Michigan State University. (JD)

Derived from analysis of a museum and a hospital, guidelines for studying education in non-school settings are outlined. The outline includes both general guidelines which pertain to any educational setting, and specific guidelines related to particular settings, such as a museum or hospital. (JMK)

Research reports must be taken off the shelf and put into citizen and professional hands to make schooling more effective, meaningful, predictable, measurable, and indispensable. (MM)

The ERIC data base was searched by computer for material concerning the reasons for the gap between research and practice, as well as material on what is being done to remedy the situation. (MM)

This article is a summary and analysis of four panel discussions conducted at the National Invitational Conference on Research on Teacher Effects, Nov. 3-5, 1975. (MM)

It is stated that classroom teachers have little or no competence in conducting formal research and, therefore, hold no value for research as a part of their classroom practice. (MM)

Professors of methodology and curriculum in teacher education are the most effective conduit to bring research findings to the practitioner. More involvement of methods teachers in research funded by the National Institute of Education, particularly in reading research, would have a greater effect on classroom research. (PP)

This article examines research on the teaching process and suggests actions to be taken by researchers and teacher educators to make research more relevant for classroom teachers. (JMK)