The mentor-protege relationship contains many elements of other important human relationships. Mentoring is described within the framework of Buber's I-Thou theory. Steps to encourage such relationships are given. (JL)

Research and literature on educational change, teacher effectiveness and leadership are reviewed to provide a context for describing teacher-leader programs. Qualities of effective leadership are discussed. Suggestions for developing and reviewing teacher leader programs are given. (JL)

The article discusses the benefits of teacher leader programs and outlines a schemata for a program of professional development for teacher leaders. The knowledge domain of a teacher leader program, such as local district needs and interpersonal development, is described. (JL)

Because the reflective and moral craft approaches to teacher education do not recognize the complexity of moral deliberation, prospective teachers should instead use distinct moral principles to examine teaching issues and to strive to act in morally virtuous ways in their interactions with students. (Author/CB)

Although ethnographic studies sometimes reveal ways in which incongruity contributes to inequity, the research does not imply that teachers should always promote cultural congruity. Unless teachers understand the problems underlying endorsements of cultural congruity, they may contribute to the miseducation of future teachers and their students.…

Preservice teachers' needs as readers were considered during the development of a program intended to motivate these teachers to spend part of their summer reading education trade books, resulting in a marked increase in the number of trade books and books in general the teachers read. (CB)

This discussion of the Holmes Group Report ("Tomorrow's Teachers") argues that, because most education professionals support the basic tenets of the report, it is in the field's best interests to become part of the group attempting effective educational reform instead of individually attempting to fight off the attacks of "outsiders" who assess…

This description of the American Association of Colleges for Teacher Education's Task Force on Technology covers 10 critical considerations related to technological advancement; suggestions to help schools, colleges, and departments of education plan for the future and assess present program efforts; and selected resources useful in understanding…

A review of research on student cognitive processes considers students' perceptions and expectations, students' perceptions of teachers' actions, attention, motivation, factual learning and memory, comprehension and knowledge acquisition, and learning strategies and metacognitive processes and suggests implications for teacher education in each of…

Examination of the extent to which three different modes of staff development (an intensive summer institute, an open program, and a one-day orientation workshop) helped elementary and secondary school teachers to implement a writing project indicated that the extent of implementation was clearly linked to the intensity of the staff development…

A post hoc examination of 42 teachers' implementation of an innovative program following the establishment of a systematic implementation support system found that implementation varied for different program features and at different sites. (Author/CB)

Canonical correlation analysis and application of double-cross validation procedures provided evidence of significant shared variance between the Preprofessional Skills Test and the American College Test scores of 537 education majors, questioning the need for students to take both tests. (Author/CB)

Analysis of the extent to which 24 working conditions influenced the self-perceived reality shock of 211 beginning teachers revealed that the subjects' reality ratings were more positive than their expectation ratings in only two areas: help from other teachers and administrator observations. Teachers generally reported different sources of…

Society is changing, and a new consensus must be reached about the purposes of civic education. All those with an interest--not just educational theorists--should participate in shaping this consensus. Teacher educators must teach student teachers to share in this process and link their ideas to moral issues. (PP)

Historical antecedents of modern constitutionalism are examined, and the concepts of citizen participation, civic responsibility, and limitation of government are explained in that context. Students must be exposed to the constitutional basics--why the document is retained, what values it incorporates, and where it has succeeded and failed. (PP)