Reports the responses of 106 undergraduates to statements designed to show whether course content can be more effectively taught by two instructors, each devoted to his own training and interests, than by one. (Editor)

Data gathered from a questionnaire survey of prospective teachers who had completed student teaching and of randomly-selected experienced teachers are reported. Areas examined were: classroom routine, teaching methods, materials and resources, planning, relations with parents, evaluation, and discipline. Implications for teacher preparation…

Responses of faculty members and administrators of eight Southern California colleges and universities are reported and appraised. The more important outcome of this research project was a revelation of faculty need for more value on teaching effectiveness as a promotional criterion. (Editor/LBH)

A survey to determine why student teachers fail and what can be done to improve teacher education is discussed. Five factors of failure are identified: classroom management and discipline problems, inability to relate well with students, poor teaching methods, lack of commitment to the profession, and personal characteristics. (MLW)

Thirty-six high-achieving students at San Jose State College were surveyed on the quality of the university's instruction, with the intent of compiling a monograph of the results to stimulate campus-wide student-faculty discussion of ways to improve teaching. The questionnaire is included. (MSE)

A study of student assessment of teaching assistants in physical education activity courses is described. The purpose of the study was to compare student ratings of instructional effectiveness with teaching assistants' traits of sex, age, degree, undergraduate major, and teaching experience. (MLW)

A study is discussed that examined: the instructional weaknesses and strengths of a teacher education curriculum course, the specific teaching behaviors that students liked and disliked, and specific recommendations which students felt would promote greater teacher effectiveness and improve learning. (Author/MLW)

A survey of procedures used to evaluate teacher education department faculty is reported. Results indicate that procedures for evaluating teacher effectiveness and criteria for advancement are not precise; student evaluation of teacher performance is widely used, although inadequate; and accreditation does affect evaluation procedures. (JMD)