Nontraditional teacher preparation pathways were designed to offer different forms of preparation meant to attract different populations of teachers; however, prior literature suggests they may not provide as much of an alternative as initially intended. Drawing on surveys of nearly 800 preservice student teachers and their mentor teachers, we…

For decades, research has shown the pervasive racism of teacher education and its harmful impact on teacher candidates of Color. In this conceptual article, we argue that teacher education programs must interrogate how racism is embedded structurally through policies and practices that guide the various facets of the institution. We build from…

Many states now possess the data and statistical methods that can produce teacher value-added scores and link them to preparation programs. It is important to understand the limitations of these measures and the inferences that they do and do not support. These limitations fall into three categories. First, value-added measures (VAM) provide…

The basis for this article was a project to develop a psychological model of the effective teacher. Described is the development of a catalog of teacher training products. (JA)

Preservice teachers need to be prepared for mainstreaming of handicapped students into the regular classroom. The attitudes of preservice teachers toward education of the handicapped in regular classes were assessed to discover if college courses dealing with special education influence attitudes. (DF)

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)

Reports from 10 institutions that took part in the Preservice Teacher Education Improvement Project are presented. Each university or college lists and discusses goals and programs developed due to the Improvement Project. (DF)

This article proposes five criteria for evaluating and comparing conflicting conceptions of knowledge base frameworks for teaching and teacher education. These criteria are defined and applied to frameworks advocated by scholars, professional organizations, state agencies and teacher education programs. (IAH)

This study identified 30 teacher education programs that prepare secondary social studies teachers to teach with a global perspective. Program characteristics, content, strengths, and implications for the movement of global education are discussed. (Author/IAH)

The Career Opportunities Program (COP), authorized by the Education Professions Development Act (EPDA), has not yet been fully assessed, but the positive results indicate that the participants and their society were enriched by it and such an endeavor on the part of the federal government should continue. (JD)

The University of New Hampshire's five-year teacher education program attracts students who are academically able and compare favorably with students in other graduate departments. The program is described, and information about students' attitudes and aspirations is given. (PP)