Examined practices in a constructivist graduate teacher education program, documenting changes in teachers and their practice and analyzing connections between program practices and teacher change. Data from field notes, teacher and faculty interviews, classroom observations, faculty ratings of teachers, and artifacts helped develop a model for…

Explored in two studies disparities between how students with different degrees of extroversion and introversion engaged in small-group discussions requiring construction and critique of arguments. Found that extroverted students exhibited a greater tendency to use conflictual discourse, whereas introverted students worked with one another…

Examined school-based teacher educators' beliefs about the principles, contents, methods, and evaluation of ongoing teacher education, using the teacher-researcher model. Survey data indicated that most respondents believed that ongoing teacher education must be developed around problems of professional practice and in contexts of curricular…

Describes one educator's experiences teaching multicultural education and cultural diversity courses to predominantly white preservice teachers, discussing how she provided critical multicultural experiences to help students develop quality of mind, openness to difference, and competency in teaching diverse students. Discusses student…

Demonstrates how the postmodern picture book can be used with readers of various age groups, but in particular secondary and tertiary students, to use and develop new literacies. Defines new literacies. Explores the ways in which the characteristics of postmodern picture books incorporate these literacies. Uses the postmodern picture book "Black…

This report of a recent conference on teacher preparation for diversity attended by representatives of multiple organizations for people with disabilities presents recommendations in the form of guiding principles and suggested actions. Principles and actions address: teacher recruitment, selection, and retention, preservice teacher education; and…

Analyzes preservice teacher education students' perspectives on distance learning and evaluates perceived benefits of online courses. Discusses student perceptions that online courses are not as effective in preparing them to teach, although the majority of students taking online courses find that they meet their academic needs and improve their…

Describes the purpose of the Master of Education (M. Ed.) Program in Integrated Mathematics, Science, and Technology Education (MSAT Program) at The Ohio State University and discusses preservice teachers' attitudes and perceptions toward integrated curriculum. (Contains 35 references.) (YDS)

Discusses the Praxis II exam, "English Language, Literature, and Composition: Content Knowledge," a two-hour multiple-choice exam with questions on American, British, and world literature, literary terms, grammar and usage, and teaching. Suggests that knowledge of subject matter seems to be related to successful teaching, but whether…

Describes a study conducted at the University of Pennsylvania that examined graduate students' and their teachers' perceptions of the learning environments associated with Connecting Communities of Learners (CCL), a computer-based application for the Internet used in the teacher education program. The CCL was used to augment weekly face-to-face…

Offers a theory of collaborative mentorship as a powerful force for professional development and change, describing a co-mentoring project in which professionals across a school-university setting formed a collaborative culture of learning. The paper describes their partnership support group, discusses how partners suspended distinctions between…

Discusses when a school-university partnership is mature or collegial enough to be called a Professional Development School (PDS) partnership, challenging those who call what they have always done a PDS. The article defines a PDS, reviews the literature on PDSs, and clarifies the many models that exist across the country. (SM)

Investigates the development of teacher-intern's oral questioning skills during their 16 week practicum. Finds that although the interns' initial skill-level of oral questioning was relatively high, they developed their expertise in six basic oral questioning skills throughout the practicum. Describes the benefits of using a supervisory approach…

Summarizes three studies presented at the 1997 Ohio Council of the International Reading Association Fall conference: (1) a study of students' response to text in a university classroom; (2) systematic spelling instruction for learning disabled students; and (3) a one year investigation of the internship experiences of two preservice language arts…

All forms of teacher education share a common ground: they are rhetorical in nature and aimed at persuading teachers. This paper provides a case study of a reform project that seeks to support teachers rather than exerting power over them. The paper calls for an explicitly rhetorical approach to teacher education that is powerful without abusing…