Questionnaire responses from 66 (41%) of graduates of the accelerated Master of Teaching program at the University of Memphis (Tennessee) show that most were hired immediately after graduation and remained in teaching 5 years or more. Overall, graduates thought that the program prepared them well for teaching. (SLD)

This article traces the evolution of the elementary PROTEACH program from its beginnings to its current implementation. Four key features of this five-year preservice program are discussed: structure, thematic focus, support of graduates (beginning teachers), and faculty commitment. The program goal is the development of a "PROfessional…

This study examined the effectiveness of a fifth-year teacher preparation program that included a year-long internship as preparation for the first full year of full-time teaching. Subjects for the study were nine first-year teachers who had completed the year-long internship as part of their certification program and were subsequently employed as…

Explored the views of beginning teachers who had graduated from an extended teacher education program which highlighted reflection, inquiry, leadership, diversity, and schoolwide leadership projects and action research in the fifth year. Periodic post-graduation interviews indicated that their preparatory experiences, particularly fifth-year…

This paper presents a qualitative case study of three interns who completed the 5-year teacher education program at the University of Tennessee and, following their intern year, were hired as teachers in the high school where they had served as interns. The program at the university prepared teachers in two phases: the undergraduate years, devoted…

A preliminary study was conducted of the University of Southern California Metropolitan Teacher Education Program, a 5-year program designed to ensure a "tight connection" with the metropolitan schools in the area, with emphasis on the development of professional collegial "teams" of master teachers in inner city schools,…

This study of student teachers used concept maps, the Virginia observation system for evaluation of beginning teachers, and a specific procedure to assess pupil responses to lessons. Results supported a relationship between student teachers' behavioral and cognitive domains. Patterns of pupil responses varied according to the planning perspectives…

This paper presents preliminary evaluation results of the Comprehensive Teacher Institute (CTI), an experimental, state-funded, five-year teacher preparation program located in a large California urban area. Program features include paid student teaching, two years of beginning teacher support, and recruiting underrepresented minorities. CTI…

The University of Northern Colorado Teacher Induction Partnerships program is designed to accomplish the transition from beginning or re-entry teacher to experienced professional in a smooth and effective fashion. The program provides a reality-based educational experience designed to assist beginning and re-entry teachers in developing and…

This paper describes the teacher certification program offered at the Fryeburg site of the University of Southern Maine's Extended Teacher Education Program and how the spirit of inquiry that is fostered through a project approach affects the interns and the practicing teachers with whom they work. The program uses a project approach to organize…

This report presents proceedings from a conference on teacher quality held in Washington, DC in January 2000. Sessions focused on recruitment; teacher preparation; beginning teacher support; college-school partnerships; minority group teachers; Hispanic and language minority teachers; preparing teachers at the community college level; curricular…