A component of the "No Child Left Behind" Act (NCLB) (PL 107-110) is its emphasis on the importance of systematic and explicit instruction in early reading using practices that are grounded in scientific research. The Reading First legislation (Title I, Part B, Subpart 1) within NCLB is designed to support state and local education…

Local school systems, Local Education Agencies [LEAs], and universities, Institutions of Higher Education [IHEs], work together in a variety of ways in the initial preparation and ongoing professional development of teachers, although it is difficult to ascertain the number of LEA/IHE partnerships. These relationships typically allow for a…

Reviews published studies (referenced in ERIC Document Retrieval Service) dealing with teacher inservice in environmental education. Includes a chronological summary of the studies between 1970 and 1980. Findings reveal that a wide variety of formats were used but that program effectiveness studies were extremely limited. (ML)

Discusses an examination of six teacher education programs designed to foster global awareness. Concludes that the programs possess (1) similar views of global education; (2) diverse program offerings and support services; (3) strengths in content achievement and collaboration with other schools and organizations; and (4) institutional support.…

The Program for Leadership in Earth Systems Education (PLESE), a teacher enhancement program sponsored by the National Science Foundation in 1990-94, was a coordinated effort to infuse Earth Systems concepts throughout the K-12 science curriculum across the United States. Characteristics of the program are reviewed in this paper and the results of…

In the early 1990s, staff from the National Center for Improving Science Education (NCISE), the various Department of Education (DOE) National Laboratories, and the DOE's Office of Science Education Programs embarked on a 5-year project to develop a process to document what programs the National Laboratories were offering for teachers and…

Reports on program effectiveness for the Teacher Internship Program for Science (TIPS), a museum-school partnership. Survey results show that significantly more TIPS teachers involved their students in various science instruction activities, and TIPS teachers rated their students higher in interest in and understanding of science. (LZ)

This study identifies worldwide trends in environmental education (EE), and in light of these trends, suggests ways of improving EE training of primary school teachers. The study begins with a discussion of EE definitions, providing a South African definition and including a list of guiding principles for effective EE at schools/universities. The…

Describes field experience, integrative, collaborative, systems approach, and institute bilingual teacher training models. Also provides a description and evaluation of a teacher training model at Wayne State University. The study shows that "facility stretching" will strengthen teacher training programs and train teachers who have a greater…

This is the first report on a series of evaluative studies being undertaken by the Council on Teacher Education, University of Illinois at Urbana-Champaign for its preservice teacher education programs. When fully implemented, the program will include information from graduates (1 and 3 years following graduation), from current students (upon…

Viable reading education programs require faculty who not only know the field but also remain sensitive to the many forces controlling program survival. A program will function well only if the administration clearly articulates the management process, responds intelligently to market trends, and includes faculty input in decision making. Among…

This document presents a summary of follow-up evaluation studies of basic and advanced education graduates, conducted by the Office of Educational Research and Services at Bowling Green State University (Ohio) over the last few years. (The university's evaluative follow-up endeavors have been closely tied to a needs assessment model, and a major…

This paper reports on a follow-up survey of alumni (N=104) who had pursued degrees through the Education Department at Castleton State College (VT). The questionnaire was concerned with alumni perceptions regarding the attainment of outcome-based competencies. The quantitative data reported respondents' knowledge about subject matter and the…

Prior to presenting a model for evaluating teacher education progams, it is pointed out that five major issues must be settled before attempting an evaluation: (1) the evaluation's purpose; (2) clients or audience; (3) specific questions to investigate; (4) use of an internal or external evaluator or a combination; and (5) dissemination of the…

An accountability model has been derived from a research based staff development model used in secondary school classrooms. This accountability model contains four components: (1) baseline/pretest; (2) inform; (3) guided practice; and (4) post-test observations. In the first component, teachers are observed; individual profiles of behavior are…