Articles is this issue represent the substantive content of a series of 25 workshops sponsored by the American Association of Colleges for Teacher Education (AACTE). The four major articles discuss innovative models based on four approaches for improving teacher performance: (1) "Interaction Analysis" by Edmund J. Amidon, San Francisco State College; (2) "Nonverbal Communication" by Charles M. Galloway, The Ohio State University; (3) "Microteaching" by Dwight W. Allen and Arthur S. Eve, University of Massachusetts; and (4) "Simulation" by Donald R. Cruickshank, The University of Tennessee. With the description of each model are the concepts, vocabulary, data, and the instrumental acts necessary for understanding. Each model is followed by an article written by teacher educators who have used the model in an educational setting: Douglas L. Minnis and Kenneth Shrable, University of California; Sue S. Lail, University of Kentucky; David B. Young, University of Maryland; Dorothy A. Young, Johns Hopkins University; Glennon Rowell, Florida State University. The final article by Asahel D. Woodruff, University of Utah, presents "The Rationale" on which the AACTE workshops were focused--a model of learning which allowed for participant involvement and freedom and provided a context to present the utilization of media and new technology. (JS)