This paper focuses on the outcomes of the social forces that operate against African American males in school and society and their all too frequent placement in special education programs, with the core of the problem remaining in the Institutions of Higher Education (IHE). Reasons for the overrepresentation of African American children and youth…

The first year of an ongoing 3-year study focused on the attitudes of Native American preservice teachers toward the inclusion of language and culture in schooling, how teacher preparation programs impact these attitudes, and components of teacher education programs that meet the needs of Native students. Data were gathered via surveys of 232…

Some researchers have asserted that the poor outcomes from American Indian schools result from the lack of cultural fit between teachers and students. Data gathered from 258 American Indian faculty at U.S. colleges and tribal departments of education indicate that 65 institutions of higher education produced 1,347 new American Indian teachers…

This bulletin is one of a series reporting on the nation-wide study, "Qualification and Preparation of Teachers of Exceptional Children," which since 1952 has been one of the major projects of the Office of Education. Reported herein are the findings from the study which have bearing on the professional competence of directors and supervisors of…

While transfer of information to practice is a goal of professional development programs for educators, the gap between learning of new information and application to practice continues to be problematic. Synthesizing theoretical viewpoints of innovation adoption and diffusion theory, normative re-education strategies, self-efficacy theory and…

The author recommends that teachers receive a strong liberal education followed by a two-year postbaccalaureate training program. In addition, the schools must be reorganized to include hierarchically structured teams of teachers headed by those with even further professional training and higher pay. (Author/JM)

Data indicate that teaching attracts and retains a disproportionately high percentage of those with low measured academic ability and fails to attract and retain those with high ability. If policy makers wish to change this situation, they must be prepared to pay the price. (Author)

The K-12 and higher education communities have already voiced the need for technologically literate teachers. Standards movements and licensing agencies are stressing the importance of technology skills for beginning teachers and legislation is being passed which provides the impetus for change. Teacher preparation programs must have goals for…

Reports on a study of the expectations of preservice music teacher education students about the problems faced by beginning teachers. Students consistently expressed high levels of confidence and felt that they would experience less serious problems than the "average first-year teacher." Includes statistical data and tables. (MJP)

Defines "co-operating teachers" as full-time teachers who, as part of their professional responsibilities, tutor or mentor student or novice teachers. Summarizes findings and includes verbatim statements from a survey of cooperating teachers in an art education program. Addresses the benefits, weaknesses, problems, and incentives of…

One of four articles in the fourth section, "Aspects of Evaluation of PDS," this article reports the evaluation of the Indiana State University Professional Development School program at the end of three years of operation. Results showed that elementary and secondary schools differed significantly as collaborators, and that elementary…

Ninety-one teacher candidates from six faculties of education in Ontario participated in focus group sessions. Teacher candidates expressed concerns about their ability to identify, assess, and program for children with learning disabilities. Recommendations are made that highlight the need for greater emphasis on special education throughout the…

A survey of 28 National Network for Educational Renewal (NNER) colleges found there was a small core of faculty (21%) who were highly committed to the NNER precept of parity for special education faculty and there was less commitment at the secondary level, particularly for integrated teacher training. (Contains references.) (CR)

Describes a program in which 23 African-American junior and senior high school students attend Xavier University (Louisiana) 2 afternoons each week for 16 weeks as part of the university's efforts to promote minority careers in education. Cites positive student outcomes including improved skills and new perspectives on teaching and teachers. (PAA)

Examines the relationships between history textbook content, teacher education curriculum, and the teaching of women's history. States that hostility is not the major obstacle to the meaningful utilization of womens' materials, but rather teachers' failure to find the motivation and time to deviate from the kind of history they were taught. (LS)