This article discusses the relationship between policy, research, and program development in mathematics teacher education. In particular, it considers the influences of policy and research along with social, economic, and cultural factors in the conceptualization and development of an undergraduate mathematics teacher education program in…

In light of the fact that policy makers are attempting to build accountability systems that will hold teachers, and the teacher education programs that prepared them, accountable for student achievement results, failure on the part of teacher educators to repeatedly and assertively advocate for a significant role in shaping the accountability…

This narrative case study describes the collaborative processes employed by a midwestern university as it designed and implemented a clinically based, postbaccalaureate teacher preparation program for science, technology, engineering, and mathematics (STEM) graduates committed to teaching in high need secondary schools. The program development…

The professional development school (PDS) is a model of choice for many teacher preparation programs. This approach integrates the functions of teacher preparation, professional development, inquiry and research, and student achievement to bring about whole-school improvement and the simultaneous renewal of the teaching profession. Ideally,…

The Oklahoma Entry Year Assistance Program was enacted to ensure that Oklahoma children would be educated by teachers of demonstrated ability. Discussed are the overall effectiveness of the program, the perceptions of administrators and educators providing support to new teachers, and implications of problems and concerns raised. (MT)

This article provides an overview of current teacher induction programs. The need for such programs, sources of existing programs, and the need for comparative analysis of program types are addressed. (Author/MT)

The Sun Coast Area Teacher Training Program is an honors program at the University of South Florida which complements the teacher education program. It maintains partnerships with local school districts, organizations, and educational agencies as well as the legislature, business community, and the University of South Florida Medical School. (MT)

Guidelines are provided for developing educational programs for cooperating teachers, or other teachers who work with beginning teachers. The guidelines have eight essential components which can be categorized as procedural, substantive, or knowledge components. (IAH)

Ensuring a quality early field experience depends upon adequate supervision and training of preservice teachers in the schools where they are placed. Structured activities emphasizing important concepts and skills can serve as the basis for a viable early field experience program. Six guidelines for implementing structured activities are…

A report is given on how teacher center activities, services, and resources are different from traditional approaches to staff development. (JD)

The successful operation of teacher centers is critical if the problems evident in teacher education are to be resolved. (JD)

The clustering of teacher centers facilitates teacher sharing of information and resources, encourages professional development, and assists in the change and development of the centers. (JD)

The University of Arkansas at Pine Bluff has designed and developed programs to enhance the status of minority students, maximize the performance of Black students and teachers on standardized tests, increase the number of Black teachers in Arkansas, and revitalize the image of teacher education at UAPB. (MT)

The purposes and potentials of teacher centers are discussed. (JD)

Cooperation among a teacher center, the local education agency, and the institution of higher education provides a strong foundation for improving teacher center inservice activities. (JD)