Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teaching and learning--a black hole of research in the subject area. Using data from the National…

We examine edTPA (a teacher performance assessment) implementation at one private university during the first year that our state required this exam for initial teaching certification. Using data from semi-structured interviews with 19 teacher educators from 12 programs as well as public information on edTPA pass rates, we explore whether the…

Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a)…

A framework for the evaluation of proposals for the development of human services programs considering student needs and other educational factors is presented. Five program variables and five environmental variables are examined in a sample matrix. Suggestions for practical use of the matrix are also offered. (Author/CJ)

Teaching effectiveness knowledge, teaching context knowledge, and change and improvement knowledge are knowledge bases that bear directly on improving the context of teacher education programs. Several sources of context and teacher effectiveness are discussed. (DF)

Five obstacles that may serve as barriers to the internal reform of teacher education programs emerged as powerful factors during a year-long case study of a curriculum improvement program. These obstacles and their implications for curriculum improvement in teacher education programs are discussed. (MT)

Teacher education programs in 63 New York state colleges and universities were surveyed to determine which elements of competency-based teacher education have been adopted and the degree of participant satisfaction. Results reveal that concepts such as mastery learning, criterion-referenced assessment, and performance-based measures that evaluate…

After reviewing five existing collaborative models for preservice and continuing teacher education, this article proposes a reciprocal model for collaboration that will be mutually beneficial to institutions and individuals involved in teaching and teacher education. (IAH)

Universities and schools differ in their orientations toward the role of reflectivity and activity in collaborative restructuring efforts. This article describes and compares three models of school-university partnerships in relation to factors that may affect the balance of reflectivity needed for successful collaboration. (Author/IAH)

Although teacher training institutions have made some adjustments in their programing to include special education courses for the nonspecialist, widespread changes are not in evidence. (LH)

Educational psychology must develop precise definitions regarding curriculum, clientele, research needs and emphases, and accountability. (LH)

To ensure that teachers develop knowledge and skills necessary to promote development of a global perspective in students, a global perspective should be incorporated throughout the teacher education curriculum. Suggestions are given for developing an enhanced global perspective through general studies, foundations of education, curriculum and…

To effectively respond to the increased focus on educational accountability, teacher education institutions must integrate curriculum courses into their general programs of study. (LH)

The efforts of a small group of teacher educators to develop a program emphasizing reflectivity is described. Grounding program development in a conceptual framework is emphasized. Lessons learned about the program development process are shared. (IAH)