The relationships among successful student teaching experiences, perceptions of self-competence, commitment, and teaching behavior are explored. Implications for preservice teacher education are drawn. (JMF)

Four role-related problems that seem to undermine the performance of many individuals associated with the school control structure are identified and discussed. These four are role conflicts, role ambiguities, multiple roles, and role rejection. (JMF)

Groups of teachers and teacher education majors in Australia at various stages of training are surveyed in terms of their attitudes toward teachers and education, changes in these attitudes, and cross-group comparisons of attitudes. (JMF)

Changed attitudes of students brought about by the reorganization of the British higher education system are discussed in terms of socialization and vocationalism. (JMF)

The concept of teaching study skills and the implications of this idea for teacher education are discussed. Current literature is briefly reviewed and the general nature of research data relating to study skills is questioned. (JMF)

Aspects of teaching and school administration which could be indicators of successful schooling practices are discussed in terms of researchable topics in education. Background information on long-range planning of educational research and the attempt to identify factors reflecting schooling practices are also included. (JN)

Inservice education and training for teachers is examined through the sociological concept of control. Two models of inservice teacher education and training are derived from the literature; one adapted to the needs of the school system, the other referring to the continuing education of the individual teacher. (Author/JN)

Action research refers to research activities carried out by educational field personnel with the objective of forming a link between researchers and practitioners. A study is described in which 133 Israeli students were trained to perform diagnostic action research. (Author/JN)

This article examines ways in which attempts to establish objective standards in teacher education can prohibit the development of open-mindedness, a quality that enables teachers to be creative, spontaneous, and flexible enough to respond to needed changes. Possibilities for reconciling the need for standards with open-mindedness are explored.…

Approaches to teacher education are examined to determine their relative emphasis on practice and theory, and are criticized for divorcing theory from practice. A new approach is needed that would enable student teachers to relate theory and practice from an analysis of their classroom experiences. Appendices demonstrate this approach. (PP)

The "two-phase" structure of teacher education programs in the Federal Republic of West Germany has traditionally separated the theoretical from the practical aspects of teacher training. An experimental program developed at the University of Oldenburg in the 1970s appeared to overcome this problem, but was short-lived. (Author/PP)

A case is made for the development and support of inservice teacher education in England and Wales. Declining enrollments indicate that the teaching force will remain stable in coming years, so that special needs in subject and skill areas will remain unmet. Government initiatives support inservice education, but resources are lacking. (Author/PP)

The present organization and structure of teacher education institutions in the Netherlands is described, and the content of programs to train teachers of modern languages is outlined. Educational changes which took place during the past decade are described, and plans for future innovations are discussed. (Author/PP)

Public education is being battered by a politics of militarism and anti-intellectualism. Public education must come to grips with that political world more effectively if education is to reclaim its place as the country's highest priority. (Author/CJ)

Evidence supporting a widely reported decline in the quality of California public high schools is equivocal at best. Primary sources of this charge--administrators, especially admission officers, at high prestige universities--are themselves the primary sources of the real problems high schools are having. (Author/CJ)