Describes schema representation, an authentic summative assessment tool for assessing preservice teachers' mental models for teaching. Schema representations require students to integrate and synthesize what they have learned in class and create a representation of how they plan to use their new knowledge in the classroom. They elaborate on the…

Describes an urban school-university partnership that explored how teams of teacher educators and inservice and preservice teachers developed curriculum supporting their own and their students' work-based learning experiences, presenting: study methodology, scholarship that previously addressed school- university work in urban partnerships,…

Identified the effects of reform initiatives on teaching, assessment, and homework practices. Surveys of teachers involved in reform projects indicated that reform significantly related to teaching approach, which mediated between reform and assessment and homework practices. There were significant links between grade level taught and homework…

Examined a new model of teacher efficacy that proposed to more clearly define important variables and integrate two theoretical traditions. Task analysis and both global and context specific efficacy were measured in emergency certification teachers. Results indicated mixed support for the model with an observed need for measurement precision of…

Investigated the nature of pedagogical expertise, comparing responses of novice and expert teachers as they observed, responded to, and planned a lesson. Participants thought aloud while viewing a videotaped lesson, then discussed their thinking. While they arrived at many similar ideas and conclusions in their thinking and planning, qualitative…

Examined the impact of a reflective, research oriented internship program on the development of preservice teachers' classroom management beliefs. Survey data indicated that program participation impacted both personal and general efficacy as well as beliefs about classroom management style. There were significant gender differences in…

To address concerns that cooperating teachers are increasingly reluctant to relinquish control of their classrooms and curriculum decisions to student teachers, the senior internship program at one university was redesigned. The new model optimizes teacher-student interaction by following a teaming approach during the internship. The teaming model…

Investigated preservice teachers' perceptions of teacher responsibility for their students' moral development. Examination of journal responses indicated that respondents believed that schools were moral environments, though they varied in how they defined a moral environment. Student teachers also assumed some personal responsibility for the…

Discusses concerns of tenure-track faculty acting as faculty liaisons to Professional Development Schools (PDSs), describing one university's efforts to restructure its roles and rewards policies to support university/public school collaboration. Six conclusions include: the institution's history makes a difference in creating a climate for…

Examined the effectiveness of collaborative action research teaming as a professional development mechanism to address the demands of contemporary classrooms through formalized sharing between groups of inservice and preservice teachers. Data from observations, interviews, and student artifacts indicated that effective teaming depended…

Discusses how some colleges of education (COEs) attempt to develop academic climate and facilitate graduate student research activity, addressing the role of student-organized internal research conferences in the transformation of student to social scientist and explicating the benefits of these internal conferences to students, faculty, and COEs.…

Investigated the experiences of first-year teachers who learned to teach in a Professional Development School and completed an inquiry-oriented, full-year internship. Interviews conducted during the internship and first teaching years indicated that these teachers surpassed the traditional survival stage of novice teachers, had strongly developed…

Interviewed student teachers before and after the student teaching experience to compare their perceptions of pupil conduct problems at each point in time. Most respondents did not initially anticipate having serious difficulties, and their reported perceptions following the student teaching experience indicated that they had even less concern…

Describes the evolution of progressive indicators emphasizing the developmental nature of successful student teaching. Coding of dialogue with experienced cooperating teachers about student teacher successes and failures resulted in 64 indicators. These were matched with recent Texas teacher proficiencies. Locally-generated indicators fell into…

Explored the views of beginning teachers who had graduated from an extended teacher education program which highlighted reflection, inquiry, leadership, diversity, and schoolwide leadership projects and action research in the fifth year. Periodic post-graduation interviews indicated that their preparatory experiences, particularly fifth-year…