Describes three alternative teacher certification programs in Los Angeles, New Jersey, and Connecticut, focusing on policy context, program elements, school-based support systems, and certification requirements. Such programs should be judged by their goals and context as well as their impact on students and the teaching profession. (SM)

To explore the mathematics knowledge of teachers from two alternative certification programs, researchers analyzed interview data from the beginning of the programs and the end of the first teaching year. Most subjects could use algorithms, but many could not explain them. They appeared ill-prepared to help students develop mathematical…

Describes innovative student teaching programs, noting assumptions about power, knowledge, and language of teaching. The paper discusses contrasting relationships (consonance, critical dissonance, and collaborative resonance), arguing that programs based on collaborative university-school relationships provide unique learning opportunities. The…

Describes Indiana University's Teacher as Decision Maker Program, a graduate-level teacher education program offering middle/secondary school certification plus a master's degree. It serves individuals making career changes and is based on research in teacher education. Its theoretical framework integrates pedagogical schemata, professional…

Study compared the effects of classroom management instruction emphasizing technical skills versus instruction emphasizing reflective and constructive processes on 67 preservice teachers' reasoning and problem solving. Participants receiving reflective instruction used strategies more often to solve problems, provided more reasons for decisions,…

Describes support delivered by Harvard University's Beginning Teacher Computer Network which helps beginning teachers in disparate geographic locations. Data from mail surveys, computer message counts, and follow-up interviews indicate the network was most effective in providing moral support and least effective in providing technical support of…

A global perspective requires a holistic approach that gives students an understanding of themselves and their relationship to the world community. The content of teacher education must be reexamined in light of global realities that foster new scholarship. Suggestions are offered for incorporating global perspectives into teacher education…

This study identified 30 teacher education programs that prepare secondary social studies teachers to teach with a global perspective. Program characteristics, content, strengths, and implications for the movement of global education are discussed. (Author/IAH)

To ensure that teachers develop knowledge and skills necessary to promote development of a global perspective in students, a global perspective should be incorporated throughout the teacher education curriculum. Suggestions are given for developing an enhanced global perspective through general studies, foundations of education, curriculum and…

This paper describes the work of a nine-college consortium that aimed to address the minority teacher shortage. The consortium's beginnings, aims, and activities are presented. The collaborative process is analyzed in terms of nine factors that have been identified in the literature as contributors to effective collaboration. (Author/IAH)

Discusses a survey of Nebraska Teachers (n=397) concerning their measurement training, beliefs about the adequacy of training, influences on measurement knowledge, and perceived measurement abilities. Forty-seven percent reported their measurement training inadequate; most reported learning measurement by trial and error; most considered their…

Describes the use of metaphor analysis to engage preservice students in an examination of their conceptions of teaching. The evolution of three students' metaphors as they proceeded through student teaching illustrates the value of metaphor analysis in helping student teachers maintain their idealism when confronting the realities of classroom…

Three related studies of the impact of variations in classroom and field experiences on preservice students' knowledge, skill, and reflectiveness are reported. Videotaped and live demonstrations of teaching strategies (the schema-theoretic approach and a conventional approach) and clinical seminars and microteaching were compared. (IAH)