Colleges and universities need English education professors who know what it is to teach five classes a day, accommodate IEPs, and still take on extracurricular activities. They need English education professors who not only present at NCTE Annual Conventions, but who also want to be in schools talking to teachers on a regular basis. They need…

This essay attempts to shed light on key influences on the process of becoming a social foundations educator, focusing on the problem of how to conceptualize the work and aims of a social foundations practice. A suggested solution to this problem lies in the concept of "theorizing practice." The essay briefly elaborates this concept, and its…

Outlines principles that provide focus and challenge for those involved in English teacher education. Considers the essences of teaching that all teacher education programs should include. Presents the inquiry in the form of a dialogue. (HB)

This paper is a response to Richard Pring's "Reclaiming Philosophy for Educational Research," which appears in this issue. While it provides broad support for the case for the importance of philosophy in the study of education that Pring advances, it seeks to refine and to extend this. It does this through a consideration of three sets of claims.…

The forthcoming yearbook of the National Society for the Study of Education focusing on philosophy of education is described. Included are comments on the proper role of philosophy in the education of educators, expectations of what philosophers have to offer educators, and a curriculum for doctoral programs in philosophy of education. (JMF)

Expresses concern over the decline of doctoral programs in industrial education. Charges the National Association of Industrial and Technical Teacher Educators to lead in researching the standards of excellence that can help in the retention of advanced degree programs. (JOW)

The article examines the nature of leadership, ways to make leadership at the university level more effective, university training for leaders of the gifted and talented, training gifted students for leadership, and the view of leadership as a special type of giftedness. (DB)

Explores the issue of professionalism in music education, devoting particular attention to the definition and role of a master teacher. States that music educators must "translate" general master teacher criteria into appropriate requirements for themselves. Provides examples of this "translation" in the areas of curriculum leadership and staff…

External pressures are bringing changes in agriculture, in education, and in the agricultural education program. Federal involvement is on the decline. The profession will need to serve a more active leadership role. Its role should be one of encouraging innovation and development rather than one of defending the status quo. (SSH)

Focuses on two issues in teacher education reform: (1) excellence and equity; and (2) content and pedagogy. Concludes that the United States needs teachers who foster democratic values and prepare students for effective citizenship. (BSR)

Proposes a radical change in teacher preparation that abolishes college and university departments of education and requires prospective teachers to demonstrate adequate preparation based on the courses they take and on their scores on examinations. (MD)

Current developments in the use of microcomputers to meet the learning needs of special education students are discussed. Examples are given of efforts of special projects (such as Project ReTool), Teacher Education Computer Centers in California, and local school districts in the training of teacher educators and special education teachers.…

Provides an overview of issues contained in the feature articles on teacher education reform. Maintains that college-level music educators must break the "vicious circle" which results from the tendency of teachers to teach as they were taught, not as they were taught to teach. Concludes with recommendations for changes in recruitment, selection,…

A national, mandatory, and standardized certification system for teacher educators is recommended. Initial certification requirements would include: (1) a doctorate in education; (2) completion of a minimum of three years successful teaching experience at elementary or secondary school level; and (3) an acceptable score on a standardized test of…

The question of how the abilities of teacher educators can be identified and what these abilities should be is addressed. The following five ways of identifying abilities are discussed: (1) performing a task analysis of what teacher educators do; (2) determining what effective classroom teachers do and preparing teacher educators to produce…