Two thinking strategies, concept formation and dialectical reasoning, are discussed and illustrated. The need for schools of education to teach thinking skills is stated, and concepts which should be addressed are suggested. (Author/MT)

This article examines several topics related to assessment activities by teachers and school personnel, including what educators should know, what they do know, what they are trained to know, and what might be done to improve the quality of that training. Conclusions and recommendations to the professional are discussed. (Author/MT)

This paper argues that both the Holmes Group Report, "Tomorrow's Teachers," and responses to it overlook two major issues: (1) the ends to which the educational reform effort is directed, and (2) the definition of the term "profession" and its derivatives. (MT)

Tyler's model of instructional development is critiqued, and research on how experienced and beginning teachers plan is described. Alternative ways teacher planning could be taught, which vary according to behaviors to be emphasized, are discussed. (MT)

Current teacher induction programs are reviewed. The North Carolina approach, which is based on collaboration between institutions of higher education and local education agencies, is described. The effects of the program on the teacher educators, the mentors, and the beginning teachers are highlighted. (MT)

Student opportunity to learn may be the critical variable in explaining student engagement and subsequent achievement. Lower-ability students are systematically discriminated against in quality of instruction and curricular content and in use of learning time. Suggestions regarding teacher preparation to offset these patterns are made. (MT)

Two hundred thirty-four education majors ranging from 19 to more than 35 years filled out questionnaires describing their reasons for becoming teachers. Explanations other than altruism for choosing teaching as a career are suggested, and implications for teacher education are discussed. (MT)

This article describes the development of a scale for the observation of student teachers which would promote growth and improve the interaction of the student teacher, the cooperating teacher, and the faculty supervisor. A study involving use of the scale with 24 student teachers is described. (MT)

A Canadian study to elicit from student teachers, cooperating teachers, and university advisors the expectations they held for the role of the cooperating teachers was compared to a 1971 American study and then to a 1984 American study to see if these expectations are culture- or time-bound. (MT)

Teachers must interact with and effectively teach culturally different children while preparing them for an interdependent world. A culture-general assimilator training program, designed for a variety of audiences, is described. (MT)

Causes of aliteracy, having reading and writing skills but choosing not to use them, are discussed. Ways of preventing it by making reading relevant and connecting reading to writing are suggested. Enabling preservice teachers to become confident in their ability to write is stressed. (MT)

A study involving paired student teachers with a single cooperating teacher was undertaken to investigate the effect of socialization processes on the development of work behaviors and attitudes. Results are presented and discussed. (MT)

The processes of curriculum policymaking and program development in teacher education are outlined. Tasks and decisions related to the processes are described. The significance of design criteria and the use of a unifying concept in curriculum planning in teacher education are explored. (Author/MT)

Thematic teacher education programs rest on the assumption that learning to teach requires building well-organized schemata that direct teacher action. The relationship of a theme to program characteristics that are critical to the development of this professional knowledge schemata is discussed. (Author/MT)

This article suggests that the theme of the teacher as a pivotal person able to transform knowledge into effective lessons can give unified purpose to teacher education programs. This theme is used to analyze what two education students have learned and need to learn about teaching. (Author/MT)