The author defines protocol materials, discusses their development, then examines how the initiation of U.S. Office of Education (USOE) support modified the original definition. (The USOE Master Coordinate System is included as an appendix.) (JA)

A research review conducted by the Florida Department of Education in 1974 provides the basis for a suggested model for research in the area of in-service teacher education. The model deals with four classes of variables--presage, context, process, and product. (JMF)

The studies discussed investigate the concept of teacher effectiveness and attempt to determine whether different educational treatments have had different effects on student improvement. (MM)

The authors trace the origins of field experiences, present a taxonomy for use in thinking about them, and discuss selected issues and problems associated with field teaching experiences. Eight recommendations for improving how field experience programs are structured and how they fit into teacher education are made. (MT)

Selected findings from research on teacher clarity are highlighted. Implications are projected for teacher education programming and for faculty instructional practices. Issues needing further research are identified. (Author/CB)

A content analysis of Teacher Education Reports over a 32-month period is the basis for this report which identifies issues, problems, and proposals that have had or will have significant impact on teacher preparation practices. Three megatrends and 12 related subtrends are described. (IAH)

The absence of a model to guide systematic inquiry in teacher education prevents sustained study in the field. An outline of an inquiry model and its component parts are described. (DF)

Three studies attempting to define teacher clarity are described. In each case students are asked to rate teacher behaviors in terms of clear or unclear behaviors. The results of each study indicate categories of characteristics of teacher clarity. (JMF)