Guidelines are provided for developing educational programs for cooperating teachers, or other teachers who work with beginning teachers. The guidelines have eight essential components which can be categorized as procedural, substantive, or knowledge components. (IAH)

Ensuring a quality early field experience depends upon adequate supervision and training of preservice teachers in the schools where they are placed. Structured activities emphasizing important concepts and skills can serve as the basis for a viable early field experience program. Six guidelines for implementing structured activities are…

The successful operation of teacher centers is critical if the problems evident in teacher education are to be resolved. (JD)

The purposes and potentials of teacher centers are discussed. (JD)

This article discusses the future of federally funded teacher centers and alternatives available to those responsible for shaping future policies. (JD)

Colleges of education need to take an active leadership role in developing programs for education professionals serving in broad areas of community life. Recommendations are made for designing programs for future educators working in a nonschool setting. (JD)

Specialized education for Native Americans (Indians) has taken alternate forms. The challenge to help make this educational program effective is analyzed, and an interdisciplinary approach is suggested. (JMK)

This series of articles describes four promising practices. Included are (1) "North Carolina Central University's Institute on Desegregation: A Center for Interinstitutional Research"; (2) "Beyond the Status Quo: Merging Feminist Studies with Teacher Education"; (3) "Instructing Our Newest Minority: The Haitian"; and (4) "Sex-Role Stereotyping: A…

At present, long-range planning in education is largely exploratory and far from comprehensive. The conceptual framework and techniques now available have the potential to offer new insights, sharpen the imagination, and provide the impetus to explore needed changes and directions in teacher education. (JD)

A training specialist who moved from higher education to the corporate world relates some of his experiences, including how he developed a management training system. Problems educators face in the corporate environment are discussed, as are suggestions about how teacher educators can prepare people for the business world. (Author/PP)