Describes an innovative program of teacher education for inner-city school teachers which views the school as a unique social system and teaches teachers to understand how their roles relate to others in the school/community. (AN)

An evaluation of two programs--the federally sponsored Teacher Corps and the Ford Training and Placement Program established at the University of Chicago in 1967-68--whose goal is to train teachers capable of acting as change agents in the schools indicates that they have not been successful in reaching this goal, and that school context is…

The Ford Training and Placement Program (FTPP) is a collaborative effort of the University of Chicago, the Chicago Public Schools, and the communities which the schools serve. The model assumes that (a) each school is a unique system characterized by institutional role sets and personalities with individual needs and (b) universities cannot…

This issue concentrates on an entire book which traces the historical development of teacher education in the USSR after the Revolution. The formation of teaching cadres, organization and development of teacher education institutions, and current trends in the self-education of teachers are discussed. An appendix is included. (JK)

Presents a teacher education program that will strongly influence the total faculty and the total institutional program. It includes a specific list of program features. (Author/RK)

Two Oregon science education programs are described following an introduction that discusses underlying problems in science education and approaches taken by exemplary practices. Exemplary practices involve the process method of instruction, teacher training, utilization of science resources outside the school, and instruction that emphasizes the…

Career Education staff development activities were conducted by Oregon's Interinstitutional Consortium for Career Education in three phases: (1) staff development for college and university faculties (reported here); (2) program development for teacher, counselor, and administrator preparation; and (3) teacher certification and training program…

Considers qualities required of rural teachers in the USSR and implications for teacher education. Reports survey results of 430 rural teachers in the Tatar region concerning what a rural teacher must know and problems specific to rural teaching. Concludes that rural teachers must coordinate teaching with social work and face housing and material…

Urban education problems require long-term conceptual analysis leading to reconstruction. Focused preparation is necessary; that is, prospective teachers, counselors, psychologists, and administrators must learn to understand each other's problems and functions, and the educational and other issues confronting them in the inner city, so they can…