Tables in this report present characteristics of professional staff employed in the Maryland public schools as of October 1998. The data were obtained from employment records provided by local education agencies and teacher certification records. Professional staff members include principals and assistant principals, teachers, librarians, guidance…

This report presents findings from an evaluation of Philadelphia's Children Achieving reform agenda, which was designed to improve the Philadelphia public schools. Between 1995-1996 and 2000-2001, interviews were conducted with hundreds of teachers, principals, parents, students, district officials, and civic leaders. Researchers sat in on…

This document reports the results of a study that assessed the effects of Information and Communications Technology (ICT) on students' skills and knowledge. The study analyzes the effect of using ICT on students' skills, motivation, and attitudes, and describes teachers' experiences with and views on the potential of ICT. (YDS)

This paper uses data from the Schools and Staffing Survey (SASS) to examine two main facets of teacher qualifications: teacher certification and degree level. After noting the importance of teacher qualifications to student achievement and to public confidence in the educational system, Section 1 looks at sources of partly certified teachers. One…

This study examined the evolution of the accuracy/thoroughness of novice through expert teachers' recall of their own and their students' specific classroom behaviors, investigating the relationship of their recall to the frequency and levels of their reflection and using findings to determine the impact of their recall on their effectiveness in…

This study followed Sternberg and Horvath's (1995) prototype view to sketch a teaching expertise schema as the hypothetical model. An interview of 13 novice, beginning, and expert teachers was used to examine the adequacy of the model. The participants were asked to comment on slides of classroom events. Their think-out-loud protocols were coded…

This paper compares and contrasts the author's adult learning experiences with those of another adult learner in order to understand the inter-relationship between the domains of education and "work and love" (Merriam, 1993) imbedded in adult development theory. The author interviewed a female colleague of similar age and place of…

With the growing federal, state, and local policy emphasis on teacher quality and student achievement, the Southwest Educational Development Laboratory (SEDL) investigated teacher resources and their relationship to student achievement in Arkansas, Louisiana, and Texas. The purpose of this study was to provide policymakers with information about…

Approaches to teacher education are examined to determine their relative emphasis on practice and theory, and are criticized for divorcing theory from practice. A new approach is needed that would enable student teachers to relate theory and practice from an analysis of their classroom experiences. Appendices demonstrate this approach. (PP)

An American Association of Colleges of Pharmacy survey of medicinal/pharmaceutical chemistry faculty is reported. Data, including academic and experience backgrounds of faculty and their teaching load, are presented. Differences in training are noted in comparing the average chemistry professor to the average assistant professor. (Author/MLW)

A definition of the construct of teacher sense of efficacy is proposed, a model relating it to other variables is provided. Also presented is a review of literature not only on teacher sense of efficacy but on other constructs which afford indirect insight into the phenomenon of teacher sense of efficacy. (Author/AL)

An instructional problems survey administered to 178 elementary and secondary teachers did not confirm the hypothesized developmental difference between beginning and experienced teachers' concerns and problems. The personal, institutional, and task problems found to be common to all respondents are listed and suggestions made for addressing them…

Two myths concerning the value of preservice field-based experience are explored: (1) Practical school experience contributes to the development of better teachers; and (2) Teacher education's institutional structures are totally coercive and students passively conform to school bureaucracies' conservative norms. (JN)

Mathematics lessons in 15 primary 5 classrooms were tape-recorded and coded to describe how teachers structure lessons and communicate with students. Few differences were found between experienced and probationary teachers. (f=fiche numbers). (CP)

Education majors preparing to be secondary school teachers could participate in a pre-student teacher field experience teaching project. Project participants had higher self-concepts at the end of student teaching than their nonparticipating counterparts. Field experience was not related to higher ratings of student teaching performance. (GDC)