The University of Tennessee has launched an admission procedure that entails higher quantitative and additional qualitative standards, including the use of admission boards which make final admission decisions. The program and its effects are described. (Author/MT)

Through an in-depth analysis of one student's biography of why she became a teacher candidate and what affected development of her pedagogical platform, this essay argues for the recognition of biographical influences in the admission process and the creation of programs that sustain progressive ideals through the initial phases of teaching.…

An Inventory of Piaget's Developmental Tasks was used to assess attainment of five Piagetian tasks of elementary and secondary-level teacher candidates and of general population college students. Results were compared and are discussed. Recommendations to promote cognitive maturity are presented. (Author/MT)

The Teacher Education of Academically Gifted Students program model is intended to attract academically gifted college students to preservice teacher education. The proposed program is described. (Author/MT)

This article describes in detail the Math English Science Technology Education Project (MESTEP), a 15-month master's level program to recruit and prepare top college graduates to teach math, science, and English in secondary schools. MESTEP is a partnership among the University of Massachusetts, a network of school systems, and corporations.…

Cruickshank's Reflective Teaching approach to practice teaching is reviewed, critiqued, and compared to Zeichner's (1981-82) critical perspective. A modified version of Reflective Teaching is proposed. (Author/MT)

Teacher effectiveness research is presented within the context of research about the teaching of reading in an effort to guide preservice teachers to make deliberate judgments in selecting instructional strategies from conflicting research findings. Suggestions for teacher educators are offered. (Author/MT)

This article provides information on how education majors should prepare application papers and what they should expect in interviews, based on results from a survey of 271 secondary and elementary school administrators. (Author/MT)

The Resident Teacher Program at the University of Oregon College of Education was studied through a survey of graduates. Findings are presented regarding graduates' perceptions of participation factors, training adequacy, benefits, current job satisfaction, and future career plans. (Author/MT)

A three-year study using interviews and observations examined the meanings that teachers attributed to their interactions with parents. Theoretical ideas derived from the data are discussed. Implications for teacher educators are presented. (Author/MT)

Legal issues relating to field-based experiences in teacher education are discussed, and results of a survey of state statutes pertaining to field experience programs are given. State legislatures, institutions, and administrative agencies have not sufficiently addressed the need for providing high-quality field experiences for student teachers.…

Questions growing out of the Education for All Handicapped Children Act are provided, and United States Supreme Court rulings in "Board of Education of the Hendrick Hudson Central School District versus Amy Rowley," a deaf child, are reviewed. The Court's decision is not viewed as a threat to educators' professional autonomy. (PP)

A study investigated how much sophomores and seniors enrolled in teacher education programs know about laws concerning children's rights and about federal, state, and local laws which affect teachers. Results indicate that both sophomores and seniors have much to learn in this area. Curriculum changes are suggested. (PP)

The demands placed upon school personnel by Public Law 94-142 are discussed. Activities of a National Support Systems Project which resulted in identification of capabilities required of teachers and development of resource units to help teacher educators meet that need are described. A list of unit topics is included. (PP)

In the past, the absence of performance standards for which teachers and teacher education institutions could be held accountable has helped protect teacher colleges from malpractice charges. As research identifies correlates between teacher behavior and student achievement, however, institutions which fail to teach minimum competencies may become…