By allowing the university to deal with theory and involving the public schools more directly in the practical aspects of teacher education, a positive gap between what is taught and what is practiced would develop, fulfilling the need for teachers exposed to educational reality, but based in educational idealism. (MB)

Teacher education should produce teachers capable of facilitating the development of humane people, working for individual self-fulfillment, giving priority to the needs and purposes of the learner, and developing respect for and skills to participate in a democratic society. (MB)

A life-long teacher's kit should contain the following items: (1) a People Valuer, (2) a Self-Concept Conductor, (3) a Hook Straightener, (4) a Stereotype Stomper, (5) an Ignorance Eraser, (6) a Crap Detector, and (7) a Courage Booster. (MB)

Knowledge about "the street," i.e., all the things that affect the teacher and his or her students every day, is a missing ingredient in teacher education and should be included, because it is what enables students to survive as members in the classroom, and teachers to survive as leaders. (MB)

The single most critical problem in teacher education is the absence of any comprehensive fundamental model of pedagogy which is universally accepted as a point of extension for testing hypotheses, accumulating knowledge, and guiding practice. (MB)

The teachers of the future will be members of a team, with preparation beginning at the teacher aide level, then to part-time employment with teaching teams, then preservice education and inservice continuing education. (MB)

The IPAT Humor Test of Personality was administered to 140 master's students who were enrolled in a Student Personnel and Counselor Education program. Results indicated that differential responses to humor stimuli by male and female counselor trainees were significant in the areas of hostility, creativity and interpersonal interactions between the…

Two separate studies using Form IV of the Sensation-Seeking Scale (SSS) are reported. The first study correlates SSS by factor and sex with the earlier Form II SSS, supporting the reliability of the General SSS scale and discriminant validity of the Form IV SSS factor scales in relationship to general sensation-seeking. In the second study,…

Estimates of the internal consistency and reliability of the first principal component are provided through the use of the largest characteristic root and associated vector of the equicorrelation matrix. The estimate of the internal consistency is also shown to be a lower bound for the measure provided by Horn (1969). (Author)

Great educators of history were categorized on the basis of their: aims of education, fundamental ideas, and educational theories. They were classed by Ward's method of hierarchical analysis into six groupings: Socrates, Ausonius, Jerome, Abelard; Quintilian, Origen, Melanchthon, Ascham, Loyola; Alciun, Comenius; Vittorino, Basedow, Pestalozzi,…

The study examined the roles of parents and schools as sources of occupational information. Students' perceptions of the responsibility for, and the accuracy and adequacy of, occupational information was found to be related to the student's grade level. Both parents and students felt that the responsibility for providing occupational information…

The study examined gains in problem solving and interpersonal skills as a result of a systematic training procedure based upon the Carkuff (HRD) model. Significant gains were found in both the problem solving and interpersonal areas when the training in that area was preceded by systematic training in the opposite area. (Author)

To investigate developmental changes across age and sex in acquisition of form discrimination, 40 children aged 3 and 4 were presented with a rotated, letter-like form discrimination matching task. (JC)

The study suggests that developing greater facility in linguistic skills may well produce greater cognitive differentiation and enhance the process of objectification. (Author)

As they attempted to form three-dimensional shapes, children aged three to eight were observed and analyzed in terms of problem solving behavior. (JC)