Some helpful hints for beginning teachers confronting their first class are offered. Hints include encouraging student participation, providing a course overview, utilizing classroom order techniques, making and following a plan, and accumulating experience. (MF)

A model of teacher decision-making, which describes how a teacher pursues a plan by means of a set of tactics, is presented. It is argued that teaching competence derives in part from the teacher's ability to generate appropriate tactics. Implications for teacher training are discussed. (RLV)

Are university teacher education programs responsive to the realities of the public schools? Describes one program illustrating cooperative pre-service preparation. (Editor/RK)

Does the counselor with teaching experience perform more satisfactorily than the counselor without such a background? To learn more about this issue, the authors conducted a study to determine whether principals rated counselors with and without the experience any differently. (Editor)

A study investigated eight preschool special educators' evolving views of their changing needs and responsibilities during their first year as facilitators of inclusion into community settings of children with disabilities. Results found the teachers become much more specific in expressing their roles and needs as they gained experience.…

Discusses the lack of opportunities for prospective college teachers to practice their teaching skills. Describes the Teacher's Apprentice program at New York's Ithaca College, providing experience for student teachers in a writing class. Reviews positive outcomes from the program in a developmental reading and writing course. (17 citations) (AJL)

Describes a survey that was designed to examine faculty perceptions about the navigability and content of a specific Web-based resource and their attitudes about the instructional use of Web-based resources in general. Discusses teaching experience and gender differences and suggests implications for Web-based resource use in higher education.…

Profiles the backgrounds and assumptions of cooperating teachers through 778 surveys completed by Canadian cooperating teachers working with student teachers. Results show that cooperating teachers have a high state of professional preparedness and a great deal of experience. (SLD)

Use of structured, moderately structured, or unstructured supervisory methods by 145 agricultural education student teacher supervisors was examined. The majority used structured practices most often. There was little correlation between the most frequently used level and maturity as indicated by years of experience or formal supervisory training.…

Explains a teacher's experience with a hearing-impaired student. Describes how teaching methods had to be altered for this student. Notes that this student, her parents, teachers, and peers all contributed to provide a good learning environment. (PM)

Argues for the significance of "personal theories" in teaching. Profiles first year teaching of four teachers who had completed program of self-inquiry and reflection about their own developing conceptions of education. Describes their personal theories of teaching before employment and the nature and impact of their teaching…

Transcribes a panel discussion examining the "well-told teaching story" (stories drawn from teachers' discourse with other teachers, stories about their teaching, students, other teachers, school, and teaching English). Considers what it means to be "well-told," emphasizing the importance of context when making these judgments.…

Investigated the relation of early childhood training and experience to the professional development of 533 child care workers. Questionnaire data indicated limited involvement in conventional practices of professional development. Higher levels of both training and experience were associated with high involvement in conventional forms of…

Findings are presented from a study designed to analyze qualitative differences in perceptual skills, measured in an educational context, between and among experienced, nominally experienced, and inexperienced teachers. Results suggest the groups differed in their ability to perceive and interpret classroom information. (IAH)

Examines the performance of public school principals as rated by teachers they supervise. Work experience outside of education does not raise performance ratings, nor does administrative experience or graduate training. The only experience associated with higher performance ratings is teaching experience. Teachers tend to rate a principal of their…