A survey of 260 reading clinicians yielded a list of 25 books recommended for remedial reading teachers. (DD)

Suggests ways reading teachers can keep up with new children's books, obtain books, and motivate students to read. (DD)

Describes a teacher education remedial reading program at Memphis State University, designed for preservice and in-service classroom teachers. (TJ)

Describes the findings, conclusions, and recommendations of a 1978 teacher evaluation study to survey and compare the evaluative operations, instruments, and standards in 10 areas in Tennessee. Reviews various theories of teacher evaluation and explains teachers reactions to the need for nationwide evaluation. (SB)

Notes a definite lack of research in the area of communication skills training for teachers. Indicates that existing research shows that there is a special personality for communication trainers, that communication training has positive effects on teachers' behavior, and that there are various models for effective communication training. (FL)

Three high school teachers describe how they changed their approaches to the teaching of composition. (DD)

Following some general examples of existing units, including a more detailed outline of the organization of McGill University's developed instructional improvement agencies, three main contributors to success are suggested and elaborated. Specific instructional improvement units are described. (Author/LBH)

Describes a mathematics teacher's experience and change from a traditional behaviorist dispenser of knowledge to a constructivist facilitator of meaning during professional development. Compares the stages of teacher development metaphorically to the stages of a butterfly. Contains 11 references. (ASK)

Discusses what vocational-technical educators are doing to overhaul outdated programs and to solve the skilled worker shortage. (JOW)

Describes and discusses the term "reflective practice," discussing John Dewey's and Donald Schon's statements on the term and levels or stages of reflective practice as understood by M. Van Mannen and by P. King and K. Kitchener. Discusses a teacher's reflective practices. (SR)

Reports the outcomes of a study, undertaken from a phenomenographic perspective, of academics' conceptions of their own growth and development as a university teacher. A range of ways of understanding teaching development emerged, representing in particular a varying focus on development experienced as an increase in: the teacher's comfort with…

Describes how, from one-day workshops to yearlong mentor programs, colleges are tying to do a better job of preparing graduate students to run a classroom. (EV)

Discusses some recent trends in teacher certification and professional development and the impact they have had on literacy instruction in schools. Argues for a multifaceted approach to meet the demand for high-quality teachers. Discusses alternative pathways to licensure. (SG)

Discusses development of the American Alliance for Theatre and Education's Think Tanks on Theatre Teacher Education. Notes the think tanks were intended to probe important issues, move to a new level of thinking, and hopefully, effect change in individual and collective practice of theatre teacher education. (SG)