In the September, 1979 issue of "School and Community," Dr. Dunathan asks, "Where Have All the Teachers Gone?" In this fictional story, the author provides a partial answer. (KC)

Presents a career cycle for teachers, including the variables of enthusiasm, interactive teaching skills, attitudes towards students and teaching, and attitudes toward the teaching profession. Discusses the model's eight stages: preservice, induction, competency building, enthusiasm and growth, career frustration, career stability, career…

Analyzes the portrayal of teachers in fictional television programs and films. Claims that fictional treatments of teachers in the media are distorted and stereotyped. Considers the possible effects of such distortions and proposes ways of counteracting them. (HB)

Describes a preservice teacher's transformation of herself from a reluctant student to an enthusiastic preservice teacher. Concludes that she feels like an apprentice stonemason who will not be able to sculpt (make) the ideas she has learned her own until she has a classroom of her own. (RS)

Interviews Simon Edgewood, a former university-level instructor who is trying to re-enter the profession at the secondary level. Provides a brief analysis and discussion. Discusses implications for the profession. (RS)

Discusses 10 "truths" about teaching, including idle minds are worse than idle hands; whatever the reading assignment, there's a video; there are no dull subjects; discipline is not a teacher's first worry; and keep a daily journal. (RS)

Explores the history of tenure and analyzes various meanings of the concept in literature and laws. Provides a critique of aspects of these definitions, exposing the extent to which tenure, as presently conceptualized, fails to promote teacher professionalism. Explores ways in which present tenure policies could be reformulated to promote…

Stresses the necessity for the public to have a genuine respect for teaching as a profession and for teachers as professionals. Emphasizes that the public must view teachers as individuals who know what they are doing, are knowledgeable about their work, and are acting in good faith for the benefit of the students. (NKA)

Describes the symptoms of teacher burnout and suggests ways to combat it. Argues that communities and school districts must endeavor to provide teachers with an environment that promotes the desire to remain in teaching. (FL)

The author attempts a description of teaching, based on the definition of teaching as an act of communication. (SJL)

Examines attitudes of beginning teachers toward their current support systems and compares those attitudes with factors previously identified as predictors of attrition. Notes that this sample of teachers is not predisposed to leaving the profession. Suggests that administrators should strongly support teachers' new ideas. (RS)

Offers four suggestions for revitalizing the teaching profession. (RL)

Describes Hollywood's formula for the "superteacher" film, using examples from a number of such films. Notes how these films provide a whole set of unrealistic expectations for real teachers. (SR)

Concludes that moral/value instruction is critical to the teacher's concept of work. (FL)

Argues that the solution to many of the problems in education may be simple: provide teachers more time for their work by lengthening their contract and allowing them to do their planning and training during the work day (like most professional workers). (SR)