The proposed external assessment plan of the California Commission for Teacher Preparation and Licensing is briefly commented upon. (HMD)

California's "external assessment" plan replaces the on-site visitation team model with a "constituent group" model intended to involve students, community members, professionals, and minority group members. (HMD)

This article discusses methods and benefits of soliciting parental advice with regard to the development of teacher education programs. (HMD)

Rather than focusing attention on external assessment by constituency groups, the functions of these groups in the total process of teacher education must be examined. (HMD)

The role of teachers and teacher organization in external assessment of teacher education programs is examined. (HMD)

Professionals within institutions of teacher education, in association with those in the field, are best qualified to set standards of quality, develop training programs, and assess effectiveness of teacher preparation programs. (HMD)

The role of the staff members of California's Commission for Teacher Preparation and Licensing needs to be clarified. As it is now, it is difficult to distinguish whether they are to act as advocates or judges of institutional programs. (HMD)

The author's concerns about California's proposed external assessment system center around: a) the dual role of the Commission for Teacher Preparation and Licensing; b) lack of involvement of teacher educators in the process; and c) the amount of time and effort involved. (HMD)

Some of the pros and cons of California's proposed external assessment system for accreditation of teacher education institutions are noted. (HMD)

This article is a description of a program designed to prepare regular classroom teachers to more effectively integrate certain exceptional students into their classrooms by facilitating resumption of normal development in children arrested in their psychological growth. (HMD)

The following methods of evaluation of inservice programs are very briefly discussed: a) behavioral objectives; b) diagnosis; c) learner outcomes; d) effects on teachers; e) classroom observation, and f) questionnaires following inservice activity. (HMD)

The executive secretary reports on finances, membership, and liaison with the California Commission for Teacher Preparation and Licensing. (HMD)

In Greece, there are significant differences of education, professional training, social status, and earnings between elementary and secondary school teachers. This article describes the differences in education. (MT)

This paper reports on the curriculum of primary teacher training institutions in Greece. A survey of 324 primary teachers found that primary teachers seriously question the structure and content of the curriculum in these institutions and propose focusing the curriculum on educational theory, psychology, and basic subjects. (MT)

Results of a study into the functions of a teacher by the Herzen Pedagogic Institute in Leningrad are compared with a Dutch investigation in the same field and with the Advisory Committee on University Teacher Training's description of a teacher. An overview of function analysis in England, Iraq, Germany, the USA, and Canada is given. (MT)