Key features of an intensive one-semester clinical program for preservice teachers are: (1) concurrent methods courses and fieldwork (student teaching); (2) dual roles (instructor and fieldwork supervisor) for core faculty; (3) teaming of core faculty; (4) peer group support--because students are placed in clusters of 3-10 at a school. (IAH)

Structure, intentions, and outcomes of the first year curriculum of the Brackenidge Internship in Teaching Project are described. The 17 interns, selected while high school seniors, receive forgivable $26,000 loans in exchange for two years teaching. The project addresses problems in recruitment, preparation, and retention of academically talented…

Familiarity with impressive teachers contributes to students' decisions to become teacher. This article describes activities, content, and outcomes of a course designed to provide undergraduates with a structured opportunity to observe and become acquainted with exemplary teachers. (IAH)

Dale's impact on the author's personal and professional development during their 40-year association is described. His teaching style, approach to scholarship, and emphasis on writing are discussed; as well as his contributions to educational research, which include the Dale-Chall Readability Formula. (IAH)

Secondary science methods courses should help students develop competencies in five areas: knowledge of the curriculum, planning for instruction, teaching strategies, classroom management, and evaluation of pupils' progress. (IAH)

The art education program at Syracuse University is described--coursework; practicums; graduate, undergraduate, and inservice workshops. Also included is a discussion of the author's perception of her role in the program; a role based upon the view of herself as a philosopher of art education. (IAH)

The special education methods sequence at University of Virginia is a two-semester training program which emphasizes a behavioral approach to teaching. The first course emphasizes methods; the second focuses on integration of curriculum and methods. Course goals, format, teaching methods, texts and student evaluation are outlined. (IAH)

Content and methods are outlined for an undergraduate elementary social studies methods course. Course topics include structure of the discipline and its place in the curriculum, selecting concepts and facts to teach, how children reason and the implications for social studies teaching methods, instructional planning and techniques, and…

Content and activities are described for an undergraduate social foundations course whose goals are examination of current purposes of public education, evaluation of these purposes in light of democratic principles, and exploration of realistic alternatives for school and teacher that take education for democracy seriously. (IAH)

Considered a pioneer in the development of general education core curriculum programs for high school, Harold Alberty attempted to unify philosophy, curriculum, and method. A former student and colleague discusses Alberty's contributions to curriculum theory, and remembers his teaching style and techniques. (IAH)

Six graduate students provide autobiographical accounts of their experiences as members of an informal, student-initiated, grade-free study group which met monthly to discuss issues in progressive education. (IAH)

An educator describes his graduate course in educational history and theory. Texts are used as didactic materials to: set the agenda, educe students' present knowledge, and supply critical feedback. Students improve their knowledge by uncovering and eliminating inaccuracies in a supportive environment designed to counteract student fear and dismay…

A description is given of a doctoral-level course designed to: review the function of research in creating, evaluating, and modifying educational knowledge; describe the dissertation contents; address practical issues related to the dissertation; help students choose research problems and develop research proposals; and serve as a student support…

Student characteristics, course content, class activities, evaluation, and teaching methods are described for a graduate course in educational administration at University of New Orleans. Major issues considered include: organizational behavior and theory, the educational effectiveness and reform movements, leadership, and ethics. (IAH)

This article discusses efforts at Ohio State (1972-1975) to revamp the doctoral program in teacher education. An outcome of those efforts was the course described in this article. Rationales for inclusion of inquiry and the study of research in teacher education are given. Course content, materials and strategies are outlined. (IAH)