This article describes the conceptual framework of and purposes for two organizations: The Consortium for the Improvement of Teacher Evaluation; and The Research and Development Center for Teacher Evaluation. These organizations focus on improving the quality and quantity of research conducted on assessing teacher behaviors that affect student…

Training teachers in collegiality during the teacher education program, an approach to counter teacher isolation, is described. Such programs should accommodate and encourage dialogue among prospective teachers. One example of how teacher educators are striving to foster such collegial relationships is given. (Author/CB)

The author creates a scenario descibing what could result as part of the state-mandated efforts to assure effective teachers. Three fundamental problems confronting teacher preparation program planners are outlined. (Author/CB)

This article offers systematic procedures for designing and conducting follow-up studies of teacher education graduates. Also offered are recommendations for formulating instrument questions and scales, determining questionnaire length and appearance, writing the cover letter, planning the follow-up reminder procedures, and comparing respondents…

This 34-citation annotated bibliography contains information on selected ERIC journal articles and documents on teacher evaluation. (Author/CB)

An investigation addressed the comparative impact of two teaching skills upon student achievement and retention. The power of set induction and systematic questioning as instructional tools was reconfirmed by the research. (Author/CB)

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)

This article discusses how issues concerning political and economic inequalities and the role of schooling were evidenced in the context of a teacher education program. The article also analyzes how the prospective teachers' viewpoints interact with the diverse messages in the formal and hidden curriculum of the teacher education program.…

Researchers in diverse fields are constructing a new intellectual direction and a new image of human nature. This article sketches some of the resulting implications for teacher education, especially the importance of "consciousness" as a legitimate topic of scholarly and scientific inquiry. (Author/CB)

This article reviews dilemmas faced by teacher educators in the conduct of early field experiences. Three types of dilemmas are identified: programmatic, institutional, and personal. (Author/CB)

The unfavorable position of the education faculty in academe is attributable to a clash between the dominant culture of the university (to reproduce elite leadership) and the partially alien culture of the education faculty (to reproduce society as a whole). The author presents suggestions to improve this situation. (MT)

Teacher education belongs on campus if its content is the result of inquiry and informed practice and if its theories stand the tests of application. Its content cannot be the result of custom and tradition, folkways, anecdotal wisdom, and methodological ruses. (MT)

Five obstacles that may serve as barriers to the internal reform of teacher education programs emerged as powerful factors during a year-long case study of a curriculum improvement program. These obstacles and their implications for curriculum improvement in teacher education programs are discussed. (MT)

The author applies the evolutionary idea of reciprocal relationships between people and their environment to the possibilities for change in teacher education. Teaching as an intellectual activity and the need for interdisciplinary study are advocated. (MT)

Although cooperative learning evidences the greatest potential for engendering student learning, it is used no more than 20 percent of the time in most classrooms. This article reviews research on cooperative, competitive, and individualistic structures used by teachers and discusses the implications for changing teacher preparation practices. (MT)