This paper focuses on conceptual and methodological limitations which have been identified in relation to research on field experiences. A point of view is offered as to how research in this area can begin to provide the kinds of empirical data which will be more useful for policy decisions. (CB)

Research on reflective teaching is reviewed in the areas of: its benefits; the Exxon Educational Foundation Project; students' ability to think and talk critically about teaching and learning; identification of variables during the act of teaching; perceptions of teaching; conceptual development and modes of thinking; and the self-concept,…

Defined here are those considerations which underlie the formation of staff development patterns weaving them into a theoretical, philosophical, and practical whole. (Author)

This study identified factors that influenced the decision-making processes of five experienced elementary school teachers. Information about when, why and how teachers choose to intervene in the learning process was gathered. The factors are identified and discussed within the context of preservice teacher education. (JL)

Investigation of the effects of special education classroom experience on 61 preservice elementary school teachers' knowledge of characteristics of learning disordered or emotionally disordered children and teaching and management techniques found that limited experiences and coursework did not increase the teachers' knowledge. (Author/CB)

Field experience programs for education majors serve to shape and test their attitudes towards students and teaching, assist in role acquisition, and provide practice. The overall effects of the teaching experiences and effectiveness in promoting self-concept and constructive attitudes are discussed. Results are discussed. (DF)

Examined the impact of teaching experience on teaching efficacy. Preservice and experienced teachers completed a modified Teacher Efficacy Scale and discussed factors affecting their sense of teaching efficacy. Results found quantitative and qualitative differences in preservice and inservice teachers' efficacy beliefs. Respondents overwhelmingly…

Describes a study that examined elementary teachers' perceptions of attention deficit hyperactivity disorder (ADHD). Researchers surveyed teachers with and without experience and training who were teaching students with ADHD. Results indicated teachers considered four barriers to providing effective instruction very important. Differences between…

Differences between Teachers of the Year and inservice teachers and the effect of teachers' gender, years of teaching, grade level taught, and highest degree earned were evaluated using the Teacher Belief Questionnaire. Results indicated that Teachers of the Year were significantly more humanistic in their student control beliefs than were matched…

A model was developed for recruiting experienced educators, extending the recruitment-as-marketing theory. To assess the model's utility, 168 experienced female teachers posed as job applicants responding to position advertisements. Participant reactions were more favorable when advertisements contained intrinsic job attributes, a personal tone,…

This 2-year study focused on preservice teachers' theoretical orientations to the reading process and examined the relationship of undergraduate coursework and the student teaching experiences to these orientations. Findings showed that half the students experienced no changes in theoretical orientation; for those who changed, coursework had…

Reports a study that examined the responses of education students to a case study in diversity. Three cohorts of students with different amounts of experience wrote responses to a teaching case. Researchers analyzed differences among groups' responses. Constructs from multicultural education were infrequently used by students in all groups.…

A rationale is presented for including a prestudent teaching field experience component for future teachers of elementary school mathematics. Problems are discussed and arguments in the program's favor are given. Indiana University's Mathematics Methods Program is described. (PP)

The personal and teaching efficacy beliefs of preservice and practicing teachers (N=626) were investigated. Significant interaction was found between experience level and school level on personal efficacy. Secondary teachers were more homogeneous in their personal efficacy beliefs and had less teaching efficacy than elementary teachers. (SM)

The first half of this report is a description of the funding, the concepts, the programs, and the evolution since 1955 of the Research and Development Center for Teacher Education in Austin, Texas. The second half is concerned with the program of the center which, in 1968, was reorganized to focus on two areas within the framework of…