Discusses a survey undertaken to determine the background and characteristics of social studies classroom teachers in the United States. The sample consisted of 1,200 social studies teachers in six states. Results are presented in the four following articles in this issue of "Social Education." (See SO 509 153 through SO 509 156.) (DB)

A study at the University of Wisconsin-Stout, Menomonie, on female industrial arts teachers, who make up only one-third of one percent of the field, indicated that half of the respondents had different perceptions of industrial arts teaching from those of male teachers. (MF)

This interview with David Jonassen discusses his role in the field of educational technology; his background as a student in higher education; mentors; practical work and research; important writings; research agenda; current direction of the field; and future possibilities. (LRW)

Outlines the author's history as an English teacher. Suggests that English teaching is not hermetic but profoundly influenced by educational trends outside the subject itself. Explains that the author's commitment to English combines a sense of engagement with a sense of liberation. (PM)

Self-ratings of 21 preservice teachers, 23 education graduate students, and 20 education faculty were obtained on their training and concept knowledge in philosophy, psychology, and education. Foundational knowledge of most informants was less than satisfying, suggesting a need for more awareness of the roots of educational practice. (SK)

Elaborates upon the assertion that composition studies is potentially a postdisciplinary inquiry which sometimes requires teachers to call upon knowledge from various disciplines to convey ideas to students. Identifies "narrative knowledge" as the kinds of tacit awareness that comes to writing teachers as a consequence of their work. (SG)

Examines the type of communication that reading/English teachers use in the classroom to teach English to hearing-impaired students and the important background variables that influence the type of communication these teachers prefer. Teaching implications involving deaf students' acquisition of English and future research is explored. (GLR)

Teachers (n=124) of deaf-blind students responded to a survey regarding their experience, training, program characteristics, communication methods, certification, and prevalence of deaf-blind students in their programs. Results indicated a high number of certifications for teachers, and a steady incidence of deaf-blind students across age groups…

Presents a theoretical framework and illustrative findings from a longitudinal study of four students in two contrasting programs of teacher preparation. Describes pedagogical thinking as teacher thinking that helps students learn. Maintains that pedagogical thinking is crucial for teacher preparation. (DE)

Educators (n=338) involved with gifted child education were surveyed concerning their professional background, their perceptions of strengths and weaknesses of gifted education, and suggestions for improving services. Problems mentioned most frequently included attitudes of society and school personnel toward gifted education and lack of…

Criticizes a survey of historians as an exercise in banality. Asserts that only 1 of every 10 historians who received the survey answered and returned it. Concludes that the Organization of American Historians should forget the survey and focus its attention on matters of U.S. history. (CFR)

Student learning is affected by (1) process variables--student-teacher interaction and its effect on student behavior; (2) product variables--short- and long-term outcomes; and (3) presage variables--effect of teachers' formative experiences on teaching behavior. (SK)

Narrative provides a lens for viewing both teacher thinking and teacher education. This article draws on teacher narratives from three separate studies. The emerging stories suggest that naturalistic inquiry provides insight into teacher-child interaction. The narratives reveal aspects of teachers' past and present lives and reflect the social and…

A survey of 84 human-resource-management practitioners showed that many do not value academic research, preferring other information sources. They consider college faculty ineffective instructors in management-development seminars. Small companies rated faculty effectiveness higher than did medium and large companies. (SK)

Focuses on the nature and role of teaching principles. The article discusses the nature of teachers' maxims through analysis of teachers' accounts of their teaching and lesson protocols. Findings indicate that these maxims reflect cultural factors, belief systems, experience, and training. Understanding the importance and influence of these maxims…