Discusses a study of 11 high school physical educators, their teaching, and their programs, drawing conclusions about their work based on the findings of similar research. The article includes implications for high school physical education, staff development, and physical education teacher education. (SM)

Learning to teach is difficult and depends upon the ability of teacher educators to help preservice teachers move from generality to real world specificity. The article describes a model of reflective thinking that was used in a field-based elementary physical education methods course. It discusses the structure of the model, conditions necessary…

Eight articles are presented on preschool physical education (PE), focusing on the foundation of early childhood PE, developing skills through outdoor play, class structure, a practical approach, whole PE, including preschoolers with disabilities, expanding the role of teacher preparation, and a preschool annotated bibliography. (SM)

With the 1990s witnessing a unique type of extended family that is always on the run, public park and recreation departments are providing recreational programs to meet the needs of individuals of all ages. The article examines changing demographics and how they affect physical fitness behavior in American families. (SM)

Teachers can benefit from teacher evaluation during professional education by developing and demonstrating competence. On the job, they can benefit in preparing for certification and winning a job and in improving performance and accountability. Evaluation helps in negotiations with the school district and in gaining national recognition for…

Examination of teacher education in Michigan and California illustrates dimensions of assonance and dissonance among key stakeholders in teacher preparation, particularly in relation to professional standards, accreditation, and teacher testing. Different shapes and values may be preferable to a national standard scorecard for teachers. (SLD)

It is argued that establishing assessment criteria in teacher evaluation is not synonymous with demonstrating content validity. Validity and standards-related issues in developing teacher performance assessment criteria are discussed, with reference to the Praxis Series of professional assessments for beginning teachers. (SLD)

A list of teacher duties is presented, focusing on the broad areas of subject matter knowledge; instructional skill; assessment skill; professionalism; and other duties to school or community. The usefulness of such a list is discussed. (SLD)

Ways and means of evaluating a teaching program, as distinct from making assessments or measurements of student achievement, are suggested. Achieving a structured, integrated, but holistic evaluation of the performance of teachers and classes throughout the year should be a goal. Emphasis is on teacher evaluation in Australia. (SLD)

Features and contingencies of the teacher self-assessment process are described as the process operates in classrooms. Gaps in knowledge about this process are explored. Teacher self-assessment is linked to reflection, theorizing, self-understanding, and the analysis of educational practice. (SLD)

This section presents a variety of brief reports on events and issues related to higher education for black students across the country. These include studies of enrollment and admissions trends, educational attainment, student characteristics, financial issues, and issues related to affirmative action. (SLD)

This section presents a statistical record of the progress of African Americans in institutions of higher education in the United States. Focus is on an education equality index; state support for higher education; black college enrollment; foundation grants; and faculty pay scales. (SLD)

The hiring practices of Harvard University are examined as they relate to the argument that black college faculty members are not available because there are no blacks in the "pipeline" of Ph.D.s. This spurious defense is an anachronism that must be reexamined in considering racial diversity at America's universities. (SLD)

Traces the histories of the first black alumni of top-tier universities. Early leaders in the admission of black students were Amherst, Boudoin, Middlebury, and Oberlin. Lagging behind were many southern schools, which did not admit blacks until the 1950s and 1960s. (SLD)

Surveys highly regarded law schools to see how they stand regrading black enrollment, faculty diversity, and progress toward integration. Most of the 19 responding schools have increased their black enrollment, but blacks remain underrepresented in law schools, as they do in the profession. (SLD)