This study of the influence of critic teachers on the values of student teachers over year-long periods suggests that preservice teachers should be assigned to many different critic teachers with varying philosophical positions on education and schooling during the field experience. (MB)

Satisfaction levels of preservice teachers with their field-based student teaching program, and supervising teachers' perceptions of that satisfaction, are discussed. (MJB)

Resources are suggested to help teachers develop more effective and less stereotypic instruction about Native Americans. (DF)

The personal characteristics, attitudes, and motivation of preservice teachers who chose to do their student teaching in a multicultural setting are examined. (JD)