Differences in attitudes toward pupil control between university educators and cooperating pupil school teachers were measured to determine if student teachers might be receiving conflicting sets of expectations. The results of the study confirm that college supervisors have a more humanistic attitude toward pupil control than cooperating teachers…

Through a jointly designed workshop or other format, cooperating teachers are introduced to the design of the university education programs, and that design is melded with the goals and programs of the local school to establish evaluative criteria for student teaching. (JD)

This article presents a model for supervisors to assist student teachers in evaluating their role as teachers. (BB)

Results of a survey of inservice programs offered by schools of education. (RT)

This article reviews research concerning the influence of the cooperating teacher and the student teacher supervisor on the student teacher, suggests needed research in the area, and examines possible implications for student teaching programs. (CJ)

A growing concern in American public education is that of public school teachers refusing to accept student teachers. (MM)

Close cooperation between the college supervisor and the cooperating classroom teacher is essential to the success of the student teaching experience. (JD)

In dealing with incompetent student teachers, the university supervisor must choose between (1) ignoring the situation and writing a poor recommendation, (2) withdrawing the student teacher immediately, or (3) identifying the problems in collaboration with the critic-teacher and building a plan to attempt solutions. (MB)

An exchange program allowing American students to do their supervised teaching in English schools is described. (JMF)

Criteria for the selection of cooperating teachers are suggested in an attempt to improve the student teaching experience by equating factors in successful teaching with criteria that cover professional requirements, classroom teaching skills, and subjective factors. (JMF)

Describes Indiana State University's baseline day program, which helps establish a strong beginning upon which student teachers can build. Student teachers take full responsibility of the classroom for 1 day within the first 4-10 days of their assignment. Evaluations of student and cooperating teachers indicate the program benefits all involved.…

This article describes the orientation given to preservice teacher education students by a university liaison before the students begin early field experiences in professional development school (PDS) settings. An outline of expectations for these PDS students includes specific activities, hours, and assignments for the PDS-based early field…

One of five articles in the second section "Deepening Relationships through PDS Brings Change in Practice," this article details some of the hard-to-discuss problems that occur in professional development school partnerships, suggesting that discussion cases can help facilitate communication. A sample discussion case is presented, with suggestions…