This article reviews the extensive body of research surrounding teacher preparation programs in order to discuss questions implicit in the debate regarding the efficacy of teacher preparation programs. A model of teacher education is proposed. (MT)

This study investigated differences between certified and non-certified mathematics teachers in middle school and high school grades regarding student achievement, teacher knowledge, and teaching skills. The results suggest that certified math teachers know more mathematics, use more effective teaching practices, and have higher achieving students…

Provisional certification has been used in vocational education to relieve a shortage of occupational skills teachers. Using an alternative certification system in other areas should be preceded by careful analysis of the experiences of vocational education and research into the effects of nontraditional teachers on the school and classroom…

California's Teacher Trainee Certification Program places responsibility for preparation of teacher trainees on local school districts with collaboration from institutions of higher education. The Professional Development Plan is reviewed and implications of alternative certification are developed. (MT)

The American Association of Colleges for Teacher Education believes states should assure that all teachers meet appropriate entry level standards. Recommendations are made for alternative programs that recognize the unique strengths of prospective teachers from nontraditional backgrounds and prepare these individuals to meet the same standards as…

This study compared 258 teacher candidates with 146 non-teaching majors with regard to background and career plans. Results indicate no difference in academic achievement between the groups. However, factors considered in career choices differ, as do perceptions of teaching. The findings are discussed. (MT)

This article contains a summary of major conceptual and empirical advances in the field of classroom management and a guide to literature in the area. Attention is given to ways in which preservice teachers can develop an understanding of this knowledge and learn to apply it in classrooms. (MT)

Students exiting Illinois State University teacher education programs were compared with students in other areas in an attempt to assess their quality. Findings indicate that teacher education students compare favorably with students in other academic areas, particularly when considering high school percentile rank and grade point averages. (MT)

A three-year study of 393 beginning teachers' scores on the Teacher Performance Assessment Instruments was made to determine whether significant relationships existed between training and experience variables and beginning teacher performance. The authors discuss implications of the findings for teacher education and certification policies. (MT)

Recent proposals emphasize the identification of master teachers. The authors argue that master teachers must not be identified by a pay differential only but through a program of demonstration schools with a three-step career ladder of increasing recognition and inservice responsibility. (MT)

The author argues that publication of unsolicited papers in ERIC's Resources in Education should be assigned at least as much weight by institutions evaluating faculty contributions as papers for recognized national and state conferences. Acceptance rates, qualifications of evaluators, and criteria used by the ERIC clearinghouses are described.…

A beginning computer course emphasizing hands-on experiences with personal and educational computer tool applications was designed for preservice teachers at Iowa State University. Students' self-assessments of their abilities rose significantly during the course, whereas their self-assessed computer anxiety declined. (MT)

Research suggests teacher behavior is a by-product of information processing strategies, which enable teachers to read the classroom environment. This paper suggests that preservice teachers can learn through cognitive discrimination training to approach the classroom as an experienced teacher would. (MT)

The rationale of a School-Based Teacher Education Program is given. Five different supervisory models which constitute a developmental approach to supervision are described. This approach is considered in the context of extant approaches and of teacher reform. (JL)

A study of how 10 university supervisors conduct their observations of and conferences with student teachers is described. University supervisors and their attitudes are discussed, and their performance is studied. Methods and results of the study are given. (JL)