Study revealed that teachers, attracted to team teaching by the novelty, accepted difficulties as part of the program's challenges'' and innovations.'' (SP)

Focuses on mentoring as a professional behavior that can address both the quantity and the quality of the teaching force. Argues that recruiting teachers is only a small part of the challenge to place a qualified person in every classroom: retaining good teachers requires a commitment to professional growth, a goal that can be addressed through…

Presents a conversation involving two teachers and a professor who worked together to design and implement classroom reform. Reveals the participants' thoughts on the benefits of collaboration, and demonstrates how this sort of partnership can enable significant classroom change. (RS)

Discusses three general categories where experienced teachers' support would be invaluable for new teachers: practical information, political savior-faire, and professional support. (RS)

Argues that building partnerships between public schools and universities, such as the one between Tulane University and Live Oak Middle School in New Orleans, must become a priority. Outlines how a middle school can develop a mentorship program with a nearby university. (HB)

Discusses several real-world cases of teachers who took the lead in working cooperatively with others to create learning opportunities. Describes changes needed in administration and teacher education. (RS)

Suggests that improving teachers' job satisfaction is paramount in an era where half of new teachers drop out of the profession in the first five years. Discusses sources of teacher dissatisfaction, benefits of collegial investment, shared leadership, support meetings, mentoring, and lessening dissatisfaction. (RS)

The author critiques those calls for the professionalization of teachers which fail to consider the political realities of school life. In the school bureaucracy, he argues, teachers are in competition with other groups for decision-making power. Therefore, increased teacher autonomy and authority hold potential for conflict. (SJL)

Examines the effectiveness of a graduate-level mentor program at a small midwestern university. Finds that the four veteran mentor teachers experienced enhanced teacher efficacy and stated they became more aware of their teaching and of the responsibilities they had to their elementary school students. (RS)

Considers the relationship between the mentor and the beginning teacher. Presents the findings of a study focused on the mentor's perception of patterns of contact with new teachers. Examines four aspects of the contact between mentors and new teachers. (HB)

Suggests principals and supervisors should be aware of the special needs of beginning teachers and work to provide a climate that supports positive growth. Offers strategies for beginning teacher and administrator strategies on the issues of isolation and loneliness, classroom management and discipline, conflict with colleagues, understanding…

A program for improving relationships between professors of education and secondary school teachers was outlined. (RK)