This report represents the fifth teacher education follow-up study at Central Missouri State University (CMSU). The Teacher Education Assessment Committee (TEAC), a centralized system of data collection and assessment, conducts and publishes results of periodic assessments and evaluations of the university's teacher education programs by…

This paper seeks to: (1) identify why there are so few minority teacher candidates; (2) identify factors which tend to influence the academic success of minority preservice teachers; (3) identify factors under the control of teacher educators which may increase minority retention; and (4) make recommendations to facilitate change in teacher…

Support is growing for the expansion of field-based experiences in the preparation of teachers. Such expansion raises the question of the potential impact of large numbers of teachers-in-training on the monetary and human resources of teacher education programs and K-12 schools. Research was conducted to begin to answer this question in Minnesota.…

When evaluation is applied to teacher education programs in higher education, a myriad of issues emerge which make assessment complex and critical, especially during the era of reform. The purpose of this paper is to establish a comprehensive overview of assessment processes and reform efforts in teacher education programs. Organized into five…

Colorado institutions of higher education approved to provide teacher education submit annual reports to the Colorado Department of Education for the purpose of facilitating communication between the institutions and the Department of Education and to inform the Colorado State Board of Education of current developments in teacher education in the…

Faculty development programs for schools of education were mandated in 1980 by the Oklahoma State Legislature. Among approved standards each institution must meet are: (1) submission to the Oklahoma State Department of Education of faculty development plans and yearly reports of additions or revisions; (2) inclusion of at least one classroom…

Prior to presenting a model for evaluating teacher education progams, it is pointed out that five major issues must be settled before attempting an evaluation: (1) the evaluation's purpose; (2) clients or audience; (3) specific questions to investigate; (4) use of an internal or external evaluator or a combination; and (5) dissemination of the…

Current negative attitudes about the future of schools of education can be reversed if teacher educators reorganize, regroup, and rethink their position and change what they have historically been doing. The School of Education faculty at Radford University (Virginia) has undergone such a process and has: (1) assumed leadership in initiating…

This report describes a summer workshop, attended by 17 persons from 13 institutions of higher education, on the theme of "Revitalizing Teacher Education in the Mid Eighties." The first two chapters of this report describe, in addition to the workshop itself, the teacher education project which sponsored it. Chapters 3, 4, 5, and 6 contain theme…

This study reports on the characteristics of 28 tenured teacher educators in a department of curriculum and instruction. Two focused interviews were conducted with each participant in the spring of 1980 and the spring of 1981. Six research areas were investigated: (1) personal characteristics, family background including socioeconomic status,…

A study was conducted to find out how teacher educators would resolve difficulties arising from the introduction of new goals for teacher education programs. Judgments of 6 panels of 12 teacher educators were recorded and pooled during a simulated planning exercise. Participants were asked to design a process to achieve a specific goal within a…

Teacher education programs should be improved, and a system should be developed that will enable the teaching profession to become autonomous. A five-year multi-phase program should be implemented, with high admission standards and grade requirements, and proceed through core courses and field-based experiences to an area of specialization and…

This monograph on the teacher center movement in the state of Maryland is divided into four sections: (1) The Center Concept and Center Research; (2) The Center Coordinator, Catalyst in Professional Development; (3) Professional Development through Inservice; and (4) The Center and its Make-Up. The first article traces the development of the…

Examines the gap between instructional design literature and teacher education literature, and considers the extent to which instructional design skills are relevant for elementary and secondary teachers. Highlights include the need to improve instructional effectiveness, teacher preparation programs, and instructional design skills that are…

Discusses the role of early childhood teacher educators in recognizing the necessity to advocate for child care staff and its resulting benefits for children. Recommends that such advocacy can be woven into the teacher education curriculum and that students should actively participate and be provided role models to encourage development of active…