A description of secondary school teacher education programs precedes a presentation of information gathered from interviews with secondary school teachers. The viewpoints of beginning teachers are contrasted with expectations arising from their preservice teacher education programs. Recommendations are made for cooperative efforts between…

Topics are considered which would help unite subject matter specialists and educators and serve as a basis for innovative teacher education curriculum. They include: recognizing fallibility of subject matter, relating methods and processes of learning with knowledge content, and realizing that social values and goals are reflected in the way…

A study investigated the efficacy of a model for training teacher education students in a mathematics methods class. Findings indicated that the model was valid for the settings in which it was applied. Although improvement was expected to occur in the achievement of pupils who were taught using materials prepared in the methods class, no…

A study of the accomplishments and needs of the science education discipline revealed many areas indicative of crisis or problems: (1) a decrease in the number of science education programs; (2) decrease in faculty; (3) decline in research and curriculum development; (4) lack of cooperation and communication between departments; and (5) changes in…

Four elements in secondary schools make educational change difficult: (1) the presence of a unified faculty representing academic disciplines; (2) the students in the college-bound track for whom the curriculum is designed; (3) the sweathogs or delinquents in the general track; and (4) the parents who want to maintain their children in a safe…

Theories concerning the reasons teachers do or do not adopt recommended teaching practices are discussed. Recent classroom-based experiments are examined, and suggestions are made for additional research into the process of teacher behavior change in the classroom and for the promotion of teacher adoption of change proposals. (JN)

Marva Collins' teaching style includes positive reinforcement, high teacher expectation, high motivation, and love. Cultural congruence, or the relationship between curriculum and the pupil's cultural experiences outside the school, is also a significant factor. Although she uses a traditional curriculum, Ms. Collins' success lies in the…

Findings from a grounded theory research study on 11 beginning secondary school teachers indicate that: (1) Perceptions of role conflict vary among teachers; (2) Fealty is a source of conflict between personal and professional roles; (3) Role conflicts change over time; and (4) Teachers use several coping strategies to deal with role conflict. (JN)

The criteria used by both search committees and candidates for deanships characterizing demonstrated skills include: (1) decision making; (2) program development; (3) planning and evaluation; (4) scholarship; (5) grantsmanship; (6) research; and (7) fiscal management. However, numerous differences were noted between the criteria considered most…

Controversy continues over the merits of field-based teacher education as a superior preparation system versus campus-based preservice teacher education. The first in a series of articles addressed to this controversy focuses on the problem of the lack of autonomy in schools of education. (JN)

A selected annotated bibliography on the preparation of secondary school teachers is divided into five categories: (1) research on secondary education; (2) research on secondary teacher education students; (3) discussions of general secondary school teacher preparation; (4) discussions of math and science teacher preparation; and (5) discussions…

In teacher education programs, foundations of education have had a history of marginality and are currently experiencing an unsettled present. At a time when teacher preparation programs are on the defensive because of economic, public attitudes, and self concept problems, foundations of education have much to offer. (CJ)

Three historical and developmental dimensions of teacher education foundations of education are discussed: (1) academic dimension; (2) professional dimension; and (3) client dimension. A fourth dimension, research, is also described. (CJ)

Discontent over educational foundations in teacher education programs is felt because: (1) a vocational approach to teacher education is viewed as neutral process; (2) this approach does not recognize political and ideological commitments that guide public schools and teacher education programs; and (3) foundations are seen as contentious because…

In teacher education's current atmosphere of challenge, perplexity, and moral and intellectual crisis, there are at least three responses: (1) technicist, involving a strategic retreat into scientism and machines, laboratories, and computers; (2) Mandarin, involving traditional centers of learning among books and inspirational prose; and (3)…