There is evidence that both preferences and beliefs of student teachers can be altered by the influence of a student teaching program. (MM)

Gathers evidence through the TRADE project at Southern Illinois University at Carbondale indicating that active support of pre-service teachers by university and public school personnel results in increased instructional effectiveness. (Editor/RK)

Provides some suggestions for teachers in managing their students and a list of fundamentals that teachers should always keep in mind. (RK)

Maryann Clarkson, popular with faculty and principal in a suburban school, switched to an urban school, and it was like entering a different world. She didn't fit in with either faculty or principal, and after some unhappy experiences took her problems to the school counselor. (Author/RK)

Few teachers return to the classroom once they have escaped into administration, research, or the academic life. Here a former professor of education recounts his experience in taking this unfashionable route. (Editor/RK)

Describes one urban education program that provides student teachers with firsthand experiences in urban settings and the observations and lessons learned by the participants. Implications for urban teacher-preparation programs conclude the report. (GR)

Describes a student teacher's experiences in a developmental writing course as part of an apprenticeship program at New York's Ithaca College. Discusses the value of training received as a writing tutor and the differences between tutoring and classroom teaching. Reviews two lessons taught independently by the student teacher. (AJL)

Presents an interview with Randolph A. Smith, the editor of the journal "Teaching of Psychology." Covers topics, such as his background, his thoughts on issues related to the journal, his teaching experiences, and the relationship between his teaching and editorial post. (CMK)

Presents an interview with Jude Odell, a clay artist and art teacher, in which she discusses her educational background, her experience with teaching, and her career as a ceramic artist. Includes a lesson for creating a figurative goblet. (CMK)

Early school experiences of 16 adult educators indicated that past positive teacher models mirrored present concepts of ideal teachers and of themselves as teachers. Conceptions of themselves as students, formed in early experiences, influenced expectations of adult students. Teaching beliefs seem rooted in childhood or adolescent experiences and…

Using student socioeconomic status, teacher training and experience, and school characteristic variables, analyzes 2 years of California's Academic Performance Index scores for 2 large urban districts. Finds strong evidence that this measure of school performance is largely driven by the socioeconomic conditions of the school. Teacher training and…

Believes that the author does not fit into the depiction of the music educator present in the book, "Music Matters" (David Elliott). Explores Elliott's definition of "musicing," arguing that a primary reason for music-making is identity affirmation. Provides examples from the author's teaching experiences. (CMK)

Investigated the nature of pedagogical expertise, comparing responses of novice and expert teachers as they observed, responded to, and planned a lesson. Participants thought aloud while viewing a videotaped lesson, then discussed their thinking. While they arrived at many similar ideas and conclusions in their thinking and planning, qualitative…

Notes that emotion in the workplace has become an issue of importance to organizational and management scholars. Examines the experience of teaching in the days following the Texas A&M University "bonfire" collapse using autoethnographic and interview methods. Considers the intense experience of emotions and the struggle to balance…

Notes that because each student is unique, there is no way to address exceptional students as a group. Relates a story of a student who embraced academics for a short time, with a great negative impact on his social life. Concludes teachers should focus on being "exceptional" themselves. (PM)