The purpose of this study was to determine whether student teacher performance is associated with emotional intelligence. The results indicate that emotional intelligence (as assessed by the Bar-On Emotional Quotient Inventory) and college supervisors' assessments of student teacher performance are related. While total emotional quotient scores…

This study examines the relationship between supervisor evaluation of classroom performance and exit portfolio ratings of candidates enrolled in the Professional Immersion Master of Arts in Teaching Program, a partnership between Johns Hopkins University and Montgomery County (Maryland) Public Schools. This graduate-level teacher preparation…

No significant differences were found in measures of classroom teaching competency when students whose professional education training was part of a traditional four-year program were compared to students whose training came from a "fifth year" post-baccalaureate program. No significant relationship was found between grades,…

Teacher candidates rated their self-perceptions of performance on the Interstate New Teacher Assessment and Support Consortium principles at the beginning and end of their 16-week student teaching semester to determine whether there was any significant difference between pre- and post-student-teaching self-ratings. Findings indicate that…

Objectives of these case studies were to identify probable causes of failure; to determine which of these causes could be addressed by the program; and to identify sources of failure specific to the individual. An additional issue surfaced regarding the program's responsibility to screen candidates with criteria other than academic measures. (SM)