Three surveys were carried out with three separate groups of almost a thousand graduates having none to two years' teaching experience to determine if varying amounts of experience after graduation affected perceptions of the quality of their preservice teacher education. Results are presented. Conclusions and implications are discussed. (MT)

In order to determine if successful academic performance assures good teaching, four measures of academic achievement of teacher education graduates of Georgia State University from 1981 through 1984 were correlated with on-the-job performance assessments. Results are presented and implications for education policies are discussed. (Author/MT)

A survey of state directors of teacher certification was conducted in 1986 to obtain opinions on national standards for teacher certification, teacher testing, teacher career ladders, and other current issues. Findings are summarized. (MT)

Educational reform developments focusing on academic issues are contrasted with those emphasizing teacher performance. The concept of quality assurance in teacher education is considered, as is using student achievement as an indicator of teacher effectiveness. (Author/MT)

The concepts of teacher warranties and teacher productivity could revolutionize teaching and teacher preparation. The subtleties and complexities of these concepts are explored, and their potential impact on teacher education is discussed. (Author/MT)

The concept of teacher warranties is discussed using student performance data from three third-grade classrooms. The complexities of fostering learning across students and across subject areas are illustrated. How teacher productivity can be measured and the impact on teacher education institutions are addressed. (MT)

This paper argues that the appropriate emphasis of reform should be on research of variations in teacher education rather than the uncritical adoption of a specific model. An overview of research addresses the question of how the amounts of coursework in teacher preparation and in subject matter preparation are related to teacher effectiveness.…

This paper argues that educational reform must view education in its broadest cultural context and avoid narrow aims. The current reform thrust is driven by conservative instincts and destined further to mechanize and routinize the teaching role. True reform would empower teachers as transformative intellectuals. (Author/MT)

Several major attempts at reform that have occurred over the past half century are described, and lessons from the past are emphasized. It is urged that all reports be examined to determine what next steps are warranted based on history and the current knowledge base. (Author/MT)

A selected group of proposals is used to illustrate three themes that have pervaded teacher education reform movements of the last 50 years. Current reform agendas are discussed through a redefined framework. (Author/MT)

The development of rudimentary programing skills during preservice and inservice teacher education programs appears to have substantial personal, educational, and professional benefits for teachers. This paper argues for the inclusion of programing skills as part of the effort to reform the teacher education curriculum. (Author/MT)

This bibliography represents a sample of the information available in the ERIC database on reform in teacher education. The citations focus on the analysis by the education professoriate and administrators of the recent major reform proposals. (MT)

Direct instruction skills are an important part of the instructional repertoire of an effective teacher. This paper describes the steps of the direct instruction process and discusses how those steps could be taught to prospective teachers. (Author/MT)

This study investigated (1) whether significant attitude changes toward educational practices took place in education majors as compared to arts and science majors; (2) if these groups differed in views toward their educational development; and (3) attitudes of faculty and cooperating teachers toward educational practices. Results are presented.…

A survey was made of members of the American Association of Colleges for Teacher Education regarding curriculum and program structure changes in response to major reform reports. The 441 respondents rated the priority placed on and the extent to which 17 reform activities were being conducted at their institutions. (Author/MT)