Management Engineered Teacher Education (METE) is a process of developing teacher effectiveness in classroom management. It is based on the individual teacher's attributes, philosophies, and strategies. The goals and objectives of METE and that of clinical supervision complement and support each other. The concepts and methods inherent in clinical…

This study examines the effect and effectiveness of the "bug-in-the-ear" (BIE) intervention strategy used with early field placement teacher education students to see whether meaningful feedback early in training would significantly help with developing teaching competencies. The BIE strategy involves a one-way communication device to…

A state university and a local school district collaborated to develop an apprenticeship model for field teacher training that benefited all parties involved in the field experience process. The model's foundation was based on experiences working with new teachers in inner city settings. The model was to create an environment that would provide…

In this paper the first descriptive results of a longitudinal study of organization and learning effects of 24 preservice teacher education programs are reported. Between August 1982 and November 1986 different kinds of qualitative as well as quantitative data were collected among 357 students and their 31 university supervisors and 128…

A field-based elementary teacher training center was established in a California school district to develop training for cooperating teachers, systematize selection of cooperating teachers, standardize student teacher placement, and develop delivery and support systems. Results indicated improved student teaching performance, increased school…

This paper reports the results of a study of 40 student teachers and their cooperating teachers. The initiatives were implemented during one semester in various public school classrooms and sites. Most occurred with preschool and elementary students, with 10 of the student teachers in junior high or high school settings. The preservice teachers…

The implementation of the University of Northern Iowa's (UNI) Teaching Associates Cadre Model (TAC) Professional Development School (PDS) program is discussed within the context of Kagan's six stages of collaborative relationships: formation, conceptualization, development, implementation, evaluation, and termination or reformation. The TAC was…

The overall goal of the Working Together towards Excellence in Teacher Education (WTTETE) program is to improve the quality of field-based experiences of teacher education students by improving the supervisory skills of the college and school professionals who supervise and coordinate those experiences. The program is a joint project of the Hawaii…

The development and implementation of a clinical internship program for prospective teachers is described. This internship design creates an instructional team which develops and organizes learning experiences through team planning and team teaching. The team is comprised of the college supervisor, the local school board, school superintendent and…

This study examined and compared undergraduate student teaching programs in the North Central Association of Colleges and Schools' accreditation region of state-approved institutions of higher education. A survey of 162 (72%) directors of student teaching programs addressed four areas: general background of the institutions, administration of the…

The concept of the professional development school (PDS) and the commitment to collaboration advocated by educational reformers derives in part from a recognition of the need to more fully incorporate the voices of teachers in teacher education and professional development. The Coolidge Professional Development School (Shrewsbury, Massachusetts)…

This study began with a thorough review of the literature on the professional development school (PDS) and developed a conceptual framework underlying the rhetoric for the PDS movement. It then constructed, by employing a case study approach, the school-based PDS faculty's vision on preservice teacher education in the PDS context and the…

This case study reports on the experiences of teachers and student teachers during the process of developing and implementing professional development sites (PDSs) at one urban and two rural middle schools. The study examines the phases of development that teachers go through in the process of developing PDSs and how teachers' level of development…

A recurring theme in the social literature is the perceived gap between what faculty in higher education view as the goals of and preferred methods for teaching social studies and those valued and applied by practicing social studies teachers. In 1990, Ohio State University began planning an intensive school-university collaboration in the form of…

Discusses the development, underlying principles, program objectives, accomplishments, and pitfalls of a school district-university partnership, which established a professional development school first with a high school and later with a middle school as well. Topics include equity among school and university participants, governance,…