This article describes a model for conducting collaborative, goal-oriented conferences with student interns to enable them to acquire the skills of beginning teachers. The procedures and rationale of the Supervised Throughput Model are described, and suggestions for its application are made. (JL)

The authors review the elements of traditional student teacher internship programs that undermine the students' development of teaching skills. Communication among the supervising and cooperating teachers and the student teacher must be effective. Suggestions for establishing a successful relationship are given. (JL)

This study of 14 elementary school teaching triads focused on the problems inherent to student teaching programs. The study investigated cooperating teachers' attitudes about learning to teach, the classroom structures within which student teachers taught, and how these affected the role of the university supervisor. (JL)

The differences in the field experiences of elementary student teachers and secondary student teachers were studied in 36 student teachers over a two-semester field experience. Methodology and results are reported, and recommendations to improve the field experience of secondary education student teachers are given. (JL)

This study sought to examine the influence of cooperating teachers' educational philosophies on student teachers' attitudes toward teaching. Student beliefs were surveyed before and after their student teaching experience. Methodology and results are reported. (JL)

This article discusses how student teachers develop a concept of teaching and of themselves as teachers by presenting a case study of one student teacher's journal entries about his field experience. It is suggested that journal writing may be useful in helping students to become more reflective about their teaching. (JL)

This article considers how student teacher supervisors think about their teaching and about how they communicate their knowledge to student teachers. The study is based on interviews with and journals of six student teacher supervisors and the journals of their 20 student teachers. Results are reported. (JL)

Social scientists generally agree that different cultures have different cognitive styles. New educational models which operate within a multicultural framework are necessary. As a result, traditional approaches to training educators must be adjusted if minority groups are to enter teacher education programs. (JL)

A brief history of legislative acts and public policies which have affected the supply of black teachers is given. Various educational reform movements are summarized. Questions about the future of education with regard to educating an increasing number of minorities equitably are posed. (JL)

A model for the recruitment and retention of minorities in preservice teacher education programs is given. Steps to plan, implement, and maintain such programs and corresponding activities are given. Suggestions on how to make the model institution-specific are given. (JL)

Changing demographics necessitate that more minorities be recruited for teacher prepration programs. A pilot project to identify talented Hispanic high school students and to recruit them for teacher education programs is described. The program's future goals are discussed. (JL)

A compilation of ERIC documents and journal articles on recruiting and retaining minorities in preservice teacher education and as inservice teachers is presented. (JL)

Increased demands for excellence in education require teachers to assume leadership positions to address and respond to criticisms of public education. The merits of teacher leadership and ways in which it can be manifested are defined and examined. (JL)

The professional and career development of teachers is central to many educational reform theories and propositions. Career ladder proposals are examined in detail. Teacher leadership and empowerment are discussed as routes to enhance status of the profession. (JL)

The concept of mentoring is defined in its classical, historical and current contexts. These definitions are critiqued and a new, far-reaching definition is offered. Five functions of mentoring are described and the roles within each function are discussed. (JL)