This yearbook provides educators with current research and practical guidelines for improving the education of teacher candidates and beginning teachers. The book has four sections, each on a particular topic and containing an overview and a response (reflections and implications). The first section focuses on contexts for effective field experiences and has four chapters: (1) "Relationships among School Context and Student Teachers' Attitudes and Performance" (Edith M. Guyton and Martin Wesche); (2) "Trusting Relations, Preservice Teachers, and Multicultural Schools" (Linda Valli); (3) "Community Field Experiences and Teacher Preparation for Diversity: A Case Study" (Kenneth M. Zeichner and Susan L. Melnick); and (4) "Designing Professional Development Learning Communities" (Patrick M. Jenlink: And Others). The overview and response are by Paul C. Paese. The second section, focusing on processes for successful field experiences, contains three chapters: (5) "Laboratory Experiences as Transition from Campus to Field" (Kim K. Metcalf and Pamela A. Kahlich); (6) "Making Sense of Teaching and Learning: A Case Study of Mentor and Beginning Teacher Problem Solving" (Judith A. Ponticell and Sally J. Zepeda); and (7) "Roles and Responsibilities of the Student Teacher Supervisor: Matches and Mismatches in Perception" (Billie J. Enz, Donald J. Freeman, and Mark B. Wallin). The overview and response are by Gary P. DeBolt. The third section, which discusses connecting field experiences through communication, contains three chapters: (8) "Providing Effective Cooperating Teacher Feedback" (Elizabeth A. Wilkins-Canter); (9) "Communicating Personal Constructs about Diverse Cultures: A Cross-Case Analysis of International Student Teaching" (Elaine Jarchow, J. McKay, R. Powell, and L. Quinn); and (10) "Facilitating Schools-University Communication: A Constructivist Approach to Practitioner Empowerment (Mary J. Selke). The overview and response are by Dan O'Hair and Mary John O'Hair. The fourth section focuses on field experiences and curriculum and contains two chapters: (11) "Learning about Mathematics in Elementary Methods Courses" (Robert E. Floden, G. W. McDiarmid, and N. Jennings) and (12) "Educational Environments for the Teaching and Learning of Elementary Science: Questions of Fit" (Sharon Nichols, Deborah J. Tippins, and Denise Crockett). The overview and response are by Renee Tipton Clift and Laurie Thomas. (CK)