Contends that research on teaching of social studies methods courses neglects significant topics such as whether or not attitude changes are reflected in teaching methods and the relationship between methods courses and the broader teacher education program. Recommends a broader conception of research. (CFR)

This guide provides teacher educators and staff developers with strategies to enhance the reflective thinking abilities of preservice and inservice educators. Strategies for reflective thinking are approached at three levels: technical, contextual, and dialectical. Within each level, strategies have been field tested with populations of preservice…

The union of thought and feeling, the basis of the concept of "thoughtfulness," is one of the major themes of this book, which is designed to help teachers, administrators, teacher educators, and parents empower students to take more control of their own education and lives. It presents strategies for teaching students about the nature…

Examines the nature of the relationship between student teachers and associate teachers through a collaborative research project. The study utilized interviews, observations, and journal entries to determine positive and negative aspects. Benefits included new ideas, energetic presentations, and relief time for the teacher. Drawbacks included…

This publication provides guidelines and worksheets for orienting This publication provides guidelines and worksheets for orienting principal, the new teacher, and the assigned, more experienced "buddy teacher" are outlined, and a schedule of key due dates for their responsibilities is provided. Worksheets are provided for new teachers to…

The History Academy for Ohio Teachers provided 40 Ohio teachers with an intense 4-week summer immersion in world and U.S. history and in historical theory and methods that was followed by a year-long follow up program on teaching units. Working together with college based historians, a new model was developed to help educators improve the teaching…

This report is the second of three annual reports to the Montana Certification Standards and Practices Advisory Council (CSPAC) on the effectiveness of mentoring new teachers. Specific research topics for the study were: (1) whether mentoring conducted under an exclusive one-on-one relationship has an effect on the new teacher's development as…

This report is the third of four reports on the Beginning Teacher Support Program (BTSP) on the effectiveness of mentoring new teachers. The paper focuses on technical aspects of the study. Study data are summarized in tables, including a comparison of teacher retention rates over the three years of BTSP, a summary of administrators' evaluations…

The purpose of the final report on the Montana Beginning Teacher Support Program (BTSP) is to provide a comprehensive description of all phases of the program as it was conducted from 1992 through 1995. The purpose of the BTSP was to study the effect of a formal mentorship relationship between master teachers (mentors) and teachers in their first…

Describes a teacher education program in which preservice music teachers observed music classes and kept a weekly journal. Maintains that collaborative efforts involving preservice teachers, classroom teachers, and teacher educators can lead to a successful preservice education program. (CFR)

This guide, designed for regular classroom teachers in whose mainstream classes language-minority children are enrolled, offers background information and suggestions for helping these students become proficient in English reading and writing and for involving them as resources for global and cultural awareness in majority-language classmates. The…