Michigan State University and the Lansing (Michigan) school district are cooperating in a program that supplies the university with graduate teaching assistant positions and the school district with substitute teachers. (IRT)

Reports on a telephone survey of a sample of Ohio residents concerning their views of the schools and their sources of information on the schools. Among the implications was that educators should provide valid and reliable information through the mass media if they want to increase public confidence and trust. (Author/IRT)

Reports on a survey of Texas professors of education that shows professors differing considerably from teachers and principals in their perceptions of teacher concerns. (Author/IRT)

The first step toward reform of teacher education is to organize the leaders of the professional organizations and selected leaders of the colleges of education to examine the issues and problems of preservice education and the role of these organizations in dealing with those issues and problems. (Author/IRT)

Examines the evidence establishing that teaching is a semiprofession and looks at the reasons for this in the conditions of the workplace and in the way these conditions have been set by the state and by local districts. (IRT)

Examines the effect of the increase in the power and influence of the state and federal governments on teacher education. Argues that more governmental influence is not a promising approach to the solution of the problems facing education. (IRT)

Reports on research concerning the extent, measurement, and methods of financing teacher education programs. In 1977-78 the average cost per student in teacher education programs was $927 compared to an average expenditure of $1400 for public elementary and secondary school students. (IRT)

Compares the time teachers, pharmacists, civil engineers, and lawyers spend in professional preparation programs. Argues that the time spent on professional preparation of teachers should be expanded and that those programs should be of sufficient quality to achieve genuine professional status for teachers. (IRT)

This assessment of the deficiencies of teachers focuses on teacher education programs and current methods of certification. (IRT)

Questions the validity, relevance, and operational characteristics of the National Council for Accreditation of Teacher Education (NCATE) standards. Urges critical analysis of the standards; political action to force NCATE to justify its standards; and a comprehensive review of the standards. (IRT)

The director of the National Council for Accreditation of Teacher Education (NCATE) argues that NCATE is much further along in reviewing its standards and processes than its critics allege. (Author/IRT)

Suggests some new admission criteria after arguing that present standards for admission to teacher education programs are generally inadequate to assure that even a high-quality program will produce successful teachers. (Author/IRT)

If teacher education programs are to have an effect on the structure of the schools their graduates teach in, they are going to have to reorient themselves to focus on the modification of organizational factors rather than focusing solely on the professional development of school personnel. (Author/IRT)

Looks at the trend toward compulsory continuing education for teachers and at a court case in which a teacher lost her job for refusing to take courses. Urges teachers to take action to oppose mandatory continuing education. (IRT)

Argues the importance of maintaining teacher preparation programs in elite liberal arts colleges so that graduates of those colleges can have access to the profession and the profession can benefit from their talents. Suggests that such colleges form consortia in order to maintain preparation programs. (IRT)