Because of declining enrollments and funding cutbacks, business teacher education programs are facing a serious challenge. Business teachers must develop a high level of efficiency and effectively articulate the needs and accomplishments of their programs. (JOW)

This article describes a procedure for developing and validating a criterion-referenced assessment instrument that will facilitate formative or diagnostic assessment of the concomitant theory and principles (cognitions) that underlie appropriate performance in a performance-based teacher education program. (Author)

Perceptions of 72 elementary teachers supervising in a competency-based teacher-education program were compared with the perceptions of 54 elementary teachers supervising in a field-based program. Significant differences were found between the two groups on cooperative program planning and interns' influence on classroom teachers' instructional…

Describes a competency assessment system developed for use with preservice and inservice teachers and reports the reliability and validity of the instrument. Presents data from a tryout of the assessment system with a group of preservice science teachers. (CS)

Five articles highlight issues concerning special needs students in vocational agriculture education. The authors discuss the decision to place exceptional students in vocational agriculture classes; helping the handicapped student adjust in vocational agriculture; teacher education for special needs students at Penn State; and innovations in…

Results showed no significant differences among educator groups in judged importance of competencies. Competencies dealing with needs of 10- to 13-year-olds and individualized learning experiences were judged more important for middle school and home economics teachers than for all teachers. (Author/BEF)

This article details the attitudes, skills, and characteristics of an effective teacher. A list of 23 generic competencies in the areas of communication skills, basic knowledge, technical skills, interpersonal skills, and administrative skills is given. (JN)

A competency-based teacher education program, combined with a data-based classroom observation system, appeared to control, to an extent, the selected behaviors of student teachers and their classes. (CJ)

A study to determine the professional competencies needed by beginning teachers of vocational agriculture in Delaware revealed that teachers and supervisors felt that at least average competence was necessary for 246 of the 250 competencies included in the study. (LRA)

This study found that student teachers can function effectively as behavior change agents for their peers on a partnership basis. (MM)

Evaluates the research of Harste and Strickler (AA 525 393) and its rationales. (Author/RK)

The competencies needed by a successful teacher in instruction are those needed to do whatever is required, within moral limits, to (1) change the truth value of the premises in the practical argument in the mind of the child, or to (2) complete those premises, or to (3) add to the range of premises accessible to the child in the formation of…

With the stabilization of student population and a demand for improvement in the quality of prospective teachers, a model has been developed for improving selection-retention procedures, giving administrative organization, role of student personnel services, criteria for admission to the profession, and provisions for probationary status,…

Describes the development of a course at Bell College (Hamilton, Scotland) leading to teaching qualifications for college lecturers. Reviews theoretical and philosophical considerations related to teacher education in general, including technicism, reflective practice, and professional competence. Explores strategic issues for development of such…

Discusses diffusion-based electronic mail instruction integrated into summer institutes attended by foreign language educators. Findings reveal that diffusion-based instruction was effective in encouraging participants to use electronic mail more frequently than comparable foreign language teachers who did not attend the institutes. (30…