A survey of 28 National Network for Educational Renewal (NNER) colleges found there was a small core of faculty (21%) who were highly committed to the NNER precept of parity for special education faculty and there was less commitment at the secondary level, particularly for integrated teacher training. (Contains references.) (CR)

Describes a program in which 23 African-American junior and senior high school students attend Xavier University (Louisiana) 2 afternoons each week for 16 weeks as part of the university's efforts to promote minority careers in education. Cites positive student outcomes including improved skills and new perspectives on teaching and teachers. (PAA)

Examines the relationships between history textbook content, teacher education curriculum, and the teaching of women's history. States that hostility is not the major obstacle to the meaningful utilization of womens' materials, but rather teachers' failure to find the motivation and time to deviate from the kind of history they were taught. (LS)

Reports on a study of teachers participating in a mentoring program involving site-based preservice teacher education. Analyzes teacher responses in the context of a model that identifies different approaches to mentoring and different levels of operation. Finds diverse views and discusses implications for future preservice teacher education…

Describes a new five-semester program that provides preservice teachers with both knowledge and skills for using strategies and teaching methods associated with general and special education. Discusses the goal and strategies of the Multiple Abilities Program in relationship to geography preservice teacher education. (CFR)

Asserts that the debate about competency-based teacher education is in its early stages and is hampered by lack of conceptual clarity. Discusses the importance of considering competence within a framework that includes higher order thinking. Describes competence as a state where behavior, cognition, and feeling are balanced. (CFR)

Lists and discusses four methods to improve teacher education. Maintains that artistic skill and the desire to be a teacher are necessary but not sufficient attributes for a teaching career. Presents a five-stage development process for effective arts teacher education. (CFR)

This case study described the perceptions and experiences of 12 African American students who transferred from a community college into a specially designed teacher education project in a predominantly white public state university. The paper presents hypotheses regarding student goal commitments, institutional commitments, and commitments to…

Describes a program for Russian high school students with teaching talent. Examines the program goals of (1) increasing the students' interest in becoming teachers; (2) fostering democracy in a formerly autocratic system; and (3) encouraging thought about teachers' problems. Suggests that successful teaching involves some acting talent,…

Reviews "Who Will Teach? Policies That Matter" (Richard J. Murnane, Judith D. Singer, John Willett, James J. Kemple, and Randall J. Olsen), a book on teacher workforce policy issues. The book uses labor market analyses and economic tools to effectively address some issues but overlooks others of equal importance. (JB)

Describes the theater arts teacher education program at the University of Kansas, Lawrence. Asserts that "connected teaching," in which individual teachers and their students are colearners, forms the foundation for the program. Includes an appendix listing current Kansas standards for certification of drama teachers. (CFR)

Asserts that art teachers must understand current learning theory and implement new cognitive concepts to provide the best art education for K-12 students. Reviews major ideas in cognitive learning theory, focusing on the idea that thinking is domain, or content, specific. (CFR)

Reports on a study of two secondary teachers who used the practical reasoning or practical argument approach to classroom management. Finds that practical argument techniques can benefit teachers by providing opportunities to question and revise their theories of learning and teaching. Recommends that teacher education programs employ the…

Analyzes the distinction between an academic discipline and its corresponding school subject and how this affects curriculum development. Examines the range of possibilities for the relationship between the two concepts and interprets the meaning of each possibility. Describes a series of actual curricular proposals associated with each…

Considers the decline of sociologically informed education courses in England's teacher education system. Teacher unemployment and conservative attacks took their toll on England's educational system. In addition, emphasis shifted away from theory in favor of practical knowledge and classroom management. Although truncated and forced underground,…