To discover why students ask so few questions in class, a questionnaire was distributed to 166 student teachers in university education courses. Of the three major reasons they cited for failing to ask a question, the most common was fear based on negative past experiences. Implications for teaching are drawn. (Author/SJL)

Characterizes student teachers and the teachers who must supervise those students. (SRT)

Proposes a modification of the structure of current student teaching programs that would replace the superordinate-subordinate positioning of university supervisor, cooperating teacher, and student teacher with a formal colleagial team. (FL)

Advises that a preceptorship--student experience with his chosen profession and a professional practicing that profession--would be helpful to future teachers. Presents suggestions for implementing such a program. (RK)

Suggests a plan, developed at John Adams High School in New York, designed to help student teachers obtain some understanding of what can be done to help teenagers learn to read. (Author/RK)

Article analyzed the three most common approaches used by teachers to establish and maintain classroom discipline and considered what must be done to insure good behavior in the classroom. (RK)

Investigates several potential sources of stress (job environment, uncertainty/conflict, job pressure and responsibility, and rapport with management) at the beginning of the student teaching experience and subsequent changes in stress following completion of student teaching. Suggests strategies to avoid teacher stress. (MM)

Examines the supervisory beliefs preferred by student teachers at the elementary and secondary levels. Finds that student teachers preferred the collaborative supervisory style, and suggests that collaboration resulted in improved communication and enhanced teaching and learning. (SR)

Describes a comprehensive instrument used in the student teaching program at Florida State University to provide student teachers with the opportunity to evaluate all areas of their student teaching experience. (Author/RK)

The role of the university or college supervisor is the role of a teacher. He guides the learning of the student in teaching. (Author)

On account of the increasingly busy schedules of college supervisors in teacher education, the trend in student teaching is to shift the entire burden of supervising the practicing student upon the host classroom teacher. (CK)

The problems encountered by a student teacher during a school strike are discussed. (CK)

Recollects the author's student teaching experience and, in particular, remembers her student teaching supervisor and the commitment, hope, and respect which were at the heart of her mentor's work. (SR)