Discusses the effects of budget cuts in British Columbia on the Faculty of Education at Simon Fraser University. Identifies the characteristics responsible for the program's positive image on campus as a small, research-oriented and productive faculty, that is committed to practical, school-based teaching and service. (DMM)

Discusses some of the problems encountered in attempting to achieve the right blend of theory and practice in teacher preparation programs. Offers suggestions on ways to improve the theory-practice balance, and observations about the nature of this blend. (DMM)

Examines the two major clusters of intellectual tasks facing education students, setting forth a theory/practice schema. Education students' tasks include learning a different reason for learning, learning what causes educational events to happen, and learning to base decisions on both theoretical and practical knowledge. (DMM)

Describes the nature of the university and the place of professional training within it. Sees Schools of Education failing to link research knowledge and professional practice. Suggests ways of promoting and developing research activities at schools of education. (DMM)

Argues that collaborative research by practicing teachers and university faculty can promote educational reform. Looks at educational reform in North America, teachers' roles in educational reform, classroom action research at the Cambridge Institute of Education Network, team research involving teachers and university faculty, and advantages of…

Suggests that teacher competence should be defined as the extent to which a teacher can intellectually defend his practices and beliefs rather than as his conformity to current practices. (Editor/RK)

Examines causes of the threatened closure of University of Michigan's School of Education (e.g., inadequate enrollment, professional isolation/insulation, imitative research, information gaps, and lack of recognition for innovation). Concludes that the School must maintain a balance of action-oriented research, teaching excellence, and service in…

Expresses general agreement with Shapiro's "Scholarly Concerns of a Faculty of Education" and its position on schools of education as part of the larger university; the need of interdepartmental cooperation; and the importance of general education to teacher training. Describes the University of Calgary's joint General Studies/Elementary…

Identifies current and ongoing problems of Colleges of Education (e.g., administrative problems and definitions of scholarship and research). Calls for a synthesis of academic/theoretical activities and professional/practical achievements to be judged by standards acceptable to the academic community, while simultaneously addressing the on-the-job…

Provides a history of teacher education in England and Wales from the 18th century through 1981. Examines events and processes leading to the closure and reorganization of the Colleges of Education between 1972 and 1981, and a 60 percent decrease in teacher education enrollments. Considers the role of government policies. (DMM)

Responds to Shapiro's "Scholarly Concerns of a Faculty of Education." Summarizes Shapiro's argument and recommendations; analyzes and makes recommendations regarding scholarship within Faculties of Education; and concludes with observations and suggestions concerning the administrative reorganization of Faculties of Education. (DMM)

Offers a historical sketch of the development of faculties of education in U.S. universities. Reviews prevalent relationships between faculties of education and university central administrators. Suggests ways that professors of education can improve their political and academic positions on campus. (DMM)

Reviews empirical studies dealing with the relationship between teaching effectiveness and teachers' research activities. Looks at the intricacies involved in measuring teacher effectiveness. Presents reasons for continuing to promote research by teachers (e.g., to prevent burnout and to expand sensitivity to the discipline). (DMM)

Considers a professional program at a university appropriate if it bridges the gap between professional practice and relevant theoretical knowledge, and includes a general education component. Sees Colleges of Education as failing to achieve this balance. Suggests ways of promoting and developing research at Schools of Education. (DMM)