In many teacher education programs, some form of inquiry or practitioner research is now included in the preservice teacher education curriculum. The intention is to help teacher candidates become professionals who are lifelong learners who raise questions and research their practice across the professional career. At the same time, teacher…

Hiring new teachers and continuing their professional growth so that they remain in the profession and become effective teachers have been a challenge for decades. Research suggests that induction programs can achieve these outcomes if they are highly structured, include mentoring, focus on professional learning, and emphasize collaboration that…

This article describes the use of a lesson study approach to collaborative professional growth in an elementary science methods course. Preservice candidates designed and taught integrated science-mathematics lessons during the semester before their student teaching. Working in 8 teams of 3 student teachers, participants per team designed a common…

Historical and social perspective into the school discipline problem is presented along with several suggestions for a positive solution. This summary of the final report of the Senate Subcommittee to Investigate Juvenile Delinquency stresses the development of preservice and inservice teacher programs to prepare teachers to handle discipline,…

A definition of school discipline and the dilemma faced by teachers in making decisions about school behavior are presented. The problem and dilemma are complex; and several alternative philosophies and practices are available. (JMF)

Current educational literature is reviewed along with curricular approaches focusing on the contemporary crisis in school discipline. A variety of curricular approaches to student behavior problems is presented and discussed showing the use of curriculum in dealing with behavior problems and the effectiveness of these efforts. (JMF)

Making contact with parents before their children become involved with discipline problems can serve to prevent and diffuse classroom misbehavior. Focusing an open house on the theme of classroom discipline is suggested. (JMF)

Preventing classroom discipline problems requires planning and a willingness to seriously examine and change regularized classroom and school policies and procedures. Specific, practical steps to provide teachers with more control in a positive learning environment are offered. (JMF)

Systematic analysis of classroom disruption and discipline problems can frequently correct undesirable behavior. The approach presented uses outside observers to help analyze problems and construct solutions. (JMF)

This study of school violence presents data establishing the extent of deviant behavior, a theory explaining deviance in the schools, and some policy variables. (JMF)

Examination of disciplinary referrals reveals patterns involving the relationship of race and sex of both teachers and students with White female teachers making significantly more referrals than their Black male counterparts. Several questions for future study are raised. (JMF)

An overview of alternative futurism and implications and applications for the elementary and secondary grades are provided in this article. The teacher's role is explored in a discussion of development of educational personnel. (DF)

Changes in the form and substance of teacher preparation programs often underestimate the force of the school culture in shaping teacher behavior in less than productive ways. The culture of teacher preparation programs commonly mirrors the elementary and secondary school culture. Selected components of preservice culture must be changed for the…

Planning for the future of education calls for consideration of current knowledge, trends, and technological possibilities. This article offers suggestions that may help educators cope and adapt to the high-tech environment. (DF)

Concerns with teacher education extend to program quality, professional credibility, and utilization of research. This article suggests that university- and school-based teacher educators increase their role in research utilization and development activities and establish school-university networks to sustain these efforts. (DF)