Quality indicators of teacher education programs are proposed. Three components are addressed: (1) scope and sequence of the curricula; (2) the prior experience, academic preparation, and personal qualities of teacher educators; and (3) the inquiry products, both presentations and publications, of teacher educators. (MT)

This inquiry was conducted to: (1) examine potential interactions among characteristics of survey subjects and incentives to enhance mail returns with the quality of subject responses assessed in terms of response patterns; and (2) obtain perceptions of former students on the emphasis to place on pedagogical concepts and principles in teacher…

The development and documentation of procedures to conduct a comprehensive follow-up survey in addition to the compilation of the perceptions of recent graduates regarding the quality of their preparation for teaching were the goals of this investigation. The sample consisted of 196 1973-74 graduates of teacher preparation programs under the aegis…

This inquiry was conducted to determine the perceptions of classroom teachers regarding the curricular emphasis to place on various topics in teacher education. A mail survey request sent to 297 former students yielded returns from 125 subjects. Analyses of the returns yielded the following ordering of content domains: (1) classroom management;…

Results of this study provide empirical support for the inclusion of early field experiences in teacher preparation programs. While the effects of early field experiences in subsequent course achievement are modest, these effects are substantially greater than those reported for field experiences in conjunction with course work. (FG)

In discussing quality indicators of teacher education programs, three components of teacher education are addressed: the program's content, the faculty, and products of inquiry. Three different rationales are presented for selecting and ordering content for teacher education curricula. These rationales, phrased as "decision-rules" are: in order to…

This article examines various policy responses to the need for more mathematics and science teachers and discusses characteristics of alternative teacher preparation programs. A program model for alternative certification of math and science teachers, developed at Texas A & M University, is presented along with lessons from its implementation.…

Examines how an alternative certification program for secondary teachers was developed and implemented to address local teacher shortages in mathematics and science in Texas. Topics discussed are the policy context, course offerings, the recruitment and selection process, developing an applicant pool, screening of applicants, and placement of…

This paper examines how selected characteristics of a program and attributes of key actors affected a particular collaborative effort to increase the supply of secondary math and science teachers. A funded grant created the need for collaborative linkage between schools and a university which had no prior experience with joint efforts. Elements of…