We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers") and the schools in which student teaching occurs. We find that, all else equal, teachers with…

This study brings the concept of inquiry as stance to bear on current understandings of how inquiry occurs within online networks for teacher induction. The author presents a case study of an online network that allowed 36 new teachers to participate in informal, spontaneous conversations. Genre research is used to examine the on-network,…

This study examines the effect of a comprehensive literacy-coaching program focused on enacting a discussion-based approach to reading comprehension instruction (content-focused coaching [CFC]) on the quality of classroom text discussions over 2 years. The study used a cluster-randomized trial in which schools were assigned to either CFC or…

The authors argue that conceptual and methodological limitations in existing research approaches severely hamper theory building and empirical exploration of teacher learning and collaboration through cyber-enabled networks. They conclude that new frameworks, tools, and techniques are needed to understand and maximize the benefits of teacher…

The author reviews two reports on teacher centers and problems that the concept places on teachers. He finds that the real promise of teacher centers is not in giving all responsibility to teachers but in facilitating real interaction between teachers and all the other major constituencies in the educational spectrum. (JA)

This study indicates that teachers want a good inservice program to provide practicality, support and encouragement, a systematic program, variety, and a chance to exchange helpful information and techniques with other teachers. (JD)

Current efforts to link professional teacher education with liberal education are criticized on the grounds that weaknesses in liberal education make for an unreliable collaboration. It is suggested that mutual exclusivity is probably the best arrangement for professional education and liberal education. (Author/CB)

Reasons why liberal arts faculty distrust or are distainful of teacher education programs are identified and activities that liberal arts faculty members might engage in to improve teacher education (such as serving on advisory committees and supervising student teachers) are suggested. (Author/CB)

There are two principal reasons for separating teacher education institutions from higher education institutions: (1) Schools of education are unable to achieve essential autonomy as long as they are part of traditional institutions of higher education; and (2) The location of teacher education programs in universities precludes involvement of…

To effectively respond to the increased focus on educational accountability, teacher education institutions must integrate curriculum courses into their general programs of study. (LH)

The College of Education at Cleveland State University has developed a Visiting Instructors Program with area school districts. Outstanding classroom teachers serve as teacher educators for a one-year period. The benefits of this partnership are discussed. (DF)

Involvement of the teacher education community in school reform efforts is essential to effective teacher education reform. Schools of education that avoid sustained involvement in such efforts will be perceived by prospective teachers as unresponsive to or hypocritical of the critical issues of schooling. (Author/CB)

A content analysis of Teacher Education Reports over a 32-month period is the basis for this report which identifies issues, problems, and proposals that have had or will have significant impact on teacher preparation practices. Three megatrends and 12 related subtrends are described. (IAH)

The article reports the statistical results of a teacher survey concerning inservice training needs and draws a number of generalizations, among them the need for (1) training in the affective domain and in individualizing instruction, (2) differentiated training within inservice settings, and (3) including teachers in defining needs and in…

Staff involvement, needs assessment, and professional consultants are used to avoid the three usual causes of inservice failure. (JD)