The American Federation of Teachers has developed 11 guidelines for developing programs to prepare teachers to make complex decisions identify and solve problems, and connect theory, practice, and student outcomes: (1) professional development should deepen and broaden knowledge of content; (2) professional development should provide a strong…

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…

Brock University's (Ontario) Faculty of Education developed and conducted two pilot programs that extended teacher education over 2 academic years. This paper reports the results of a study that followed graduate teachers of the extended preparation program into their first professional year. The study explored participants' perceptions of their…

Though the benefits of working with families are documented, teacher education programs and school districts offer limited educational opportunities to new teachers. Until recently, most state certification departments did not require courses on family involvement in preservice education. During the late 1990s, the number of states requiring that…

This report presents the fourteenth follow-up study by the Teacher Education Assessment Committee at Central Missouri State University, which publishes periodic assessments and evaluations of Central's teacher education programs by soliciting input from faculty, teacher candidates, graduates, and employers of graduates. Results find that 74…

One of the most complex aspects of the achievement gap--one that, by and large, is out of the direct control of educational leaders--is the income gap. Broadly defined, the income gap is the standard of living difference between rich and poor, but in the education system, the gap permeates deeply into many dimensions of a student's progression…

This report summarizes evaluation results of AISD's federally-funded Title II D, Enhancing Education Through Technology Fund for the 2003-2004 school year.

Describes an organized set of materials prospective school health educators should develop to accurately represent their newly acquired skills and competencies. The portfolio should include cooperating teacher evaluations, videotapes of teaching episodes, examples of their work, samples of assessment instruments, statements of philosophy, examples…

Examines new roles for student-teacher supporters (cooperating teachers, mentor teachers, and university supervisors) and new frameworks for analyzing student teaching (selected teacher competencies) in the University of Exeter's school-based teacher training program following changes in British government policy on preservice teacher education.…

This commentary assesses the quality of information in the National Center for Education Statistics report "The Condition of Education 1997," which bears on the extent to which the nation is succeeding in staffing all schools with skilled teachers. The commentary focuses on teacher salaries, teacher preparation for diversity, and…

Studied attitudes of Scottish university students preparing to be preschool teachers regarding their preschool placement experiences and how those experiences relate to competency guidelines used to assess their learning. Found that students believe that preschool experience will make them better primary teachers, and appreciate teamwork, the…

Examined Greek kindergarten teachers' beliefs and practices relative to the National Association of the Education of Young Children's position on developmentally appropriate and inappropriate practices. Administered questionnaire to 67 teachers, and used checklist as an observation measure to check validity of reported beliefs. Found various…

A national survey of secondary general educators (356 responses) examined their knowledge and skills for engaging in collaborative activities, identifying the frequency and topics of collaborative interactions with special educators, general educators, and community service providers. Respondents reported they interacted frequently with general…

This paper describes the process that school-based and university-based educators followed to transform a long-term cooperative relationship into a professional development school community. The school-university partnership involved teachers and staffs from four elementary schools, and faculty and graduate students from the language, literature,…

A study compared the results of a previous study on 725 Nova Scotia teachers' general attitudes toward inclusion and confidence in their abilities with those of 287 teachers from Newfoundland & Labrador. No provincial differences in teachers' perceptions of inclusion were found despite differences in provincial policy/practice. (Contains…