We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but…

Examines the issue of employer involvement in the school-to-work strategy through a survey of 334 employers participating in 5 school-to-work programs and a survey of 323 nonparticipating employers. Data suggest that participants are motivated by philanthropy and that nonparticipants need more bottom-line information to encourage participation.…

A developmental perspective on supervising evaluation practicum students suggests that students go through developmental stages as they enhance their evaluation skills. A three-stage model adapted from counseling training theory developmental perspective is illustrated for eight developmental tasks: competence, emotional awareness, autonomy,…

An alternative teacher certification program in the Dallas (Texas) Independent School District is described. Program characteristics; intern characteristics, attitudes, and performance; predictors of alternative certification success; reactions to the program; and possible contributions of programs to the need for teachers are addressed. (TJH)

Evaluative findings from a comprehensive internship program for beginning teachers in Alberta (Canada) are reported as a basis for assessing the value of such internships. Findings from nearly 6,000 respondents supported the usefulness of the approach and suggested recommendations for program development. (SLD)

Studied two high school work-based learning programs; one offered paid work experience for one semester, the other provided unpaid internships each year. Quality of students' program work and the relationship between the program and school learning are discussed. (MAK)

A case study of the internship program at LaGuardia Community College (New York, NY) explores employer participation in work-based learning programs. Data from over 17,000 placements show how the program has shifted from occupational training to career exploration and the acquisition of generic workplace skills. (SLD)