As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education…

Results from a metasynthesis of the relationships between 14 different types of preservice teacher preparation practices and teaching quality, preschool to university student performance, and university student and beginning teacher belief appraisals are reported. Each type of preservice practice (e.g., course-based student learning) included…

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education…

Opportunities for teacher candidates to investigate and enact the work of teaching in settings of reduced complexity--what are called "approximations of practice"--offer a promising path toward preparing more ambitious and equitable mathematics teachers. However, these approaches face the risk of not preparing individuals to continue…

Reports on the Cooperative Teacher Education Program (CTEP) conducted by the University of Illinois College of Education in cooperation with suburban school districts 214, 25, and 59 near Chicago. (RB)

Summarizes the author's doctoral research at Northern Illinois University in 1971. (Editor)

Presents findings of a study conducted to determine the organization and characteristics of methods courses and student teaching in business education in the Mountain-Plains Region of the National Business Education Association. Recommendations are also provided. (TA)

Reported is an investigation to determine and compare the effectiveness of two techniques of teaching a science methods course in secondary education to prospective student teachers. Two methods were used: (1) an especially prepared methods course without teacher aide experience; and (2) an especially prepared methods course with teacher aide…

Effects of student participation in a science methods course with and without extensive experiences with children on changes in open- and closed-mindedness and in attitudes toward science were studied among nine sections of pre-service elementary education majors. Seven sections received regular course instruction, and two were provided with…

Confirms the view that the more alternatives avilable to students in preservice education and student teaching, the better their education will be meeting individual and future needs. (Author/RB)

The focus of this study was to analyze the learning benefits accrued by the experienced teacher from supervising a secondary social studies student teacher. Teachers in the Puget Sound region of the state of Washington were surveyed. They were asked to respond to questions to determine how well participating in the supervision of the student…

The first part of this document contains reports of committee activities and discussions in the areas of higher education and research, general and technical education, out-of-school education and cultural development, and educational documentation and research. The second part, which is the major section, is devoted to papers presented at a…

Thirty-one student teachers participated in a study of the language arts and reading module of a competency-based program at the University of Toledo, to determine the extent to which objectives were implemented during the student teaching experience. Results from an observation schedule and questionnaires completed by student teachers and…

Prospective elementary teachers were surveyed at the conclusion of the course "Methods and Materials for Teaching Elementary School Mathematics" and one semester later at the end of their student teaching experience. The study attempted to determine if the goals and objectives of the course were met and to examine the recommended emphasis for the…

Thirty-six students enrolled in an elementary science methods course were randomly selected and given an instrument using Osgood's semantic differential approach the first week of class, the sixth week on campus prior to field experiences, and the thirteenth week following field experiences. The elementary teachers who had observed the university…