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This book presents a collection of essays on racism and the role of teachers in healing racism. There are three sections with nine papers. After an "Introduction" (D. John McIntyre), Section 1, "Historical Perspectives," includes: (1) "Racism in Education" (Gwendolyn Duhon Boudreaux, Rose Duhon-Sells, Alice Duhon-Ross, and Halloway C. Sells); and (2) "History of Racism: Social, Political, and Psychological Perspectives on Modernity" (H. Prentice Baptiste, Jr., James B. Boyer, Socorro Herrera, and Kevin Murry). Section 2, "Instructional Perspectives," includes (3) "Healing the Wounds of Instructional Racism" (Patricia Larke, Gwendolyn Webb-Johnson, Ronald Rochon, and Mary Anderson); (4) "Family Involvement: Empowering Families To Heal Racism" (Phyllis Y. Hammonds and Cathy Gutierrez-Gomez); (5) "Dealing with Issues of Racism in the Classroom: Preservice and Beginning Teachers" (Norvella P. Carter, Anne Gayles-Felton, Robert Hilliard, and Larry A. Vold); (6) "Issues in Healing Racism in Teaching and Teacher Education: A Case Studies Approach" (Fredda D. Carroll, Carol Felder, and Phyllis Y. Hammonds); and (7) "Beyond Instructional Racism: The Integrative Curriculum of Brown Barge Middle School" (Porter Lee Troutman, Jr., Richard Powell, Elaine Jarchow, Linda Fussell, and Donna Imatt). Section 3, "Social Perspectives," includes (8) "Can Technology Deliver on its Promise of Being the Great Equalizer? Some Reflections on the Participation of Disadvantaged Students in Technology" (P. Rudy Mattai, Robert L. Perry, and Walter S. Polka) and (9) "Who Shall Have the Moral Courage To Heal Racism in America? ATE Keynote Address, February 27, 1996" (G. Pritchy Smith). (All papers contain references.) (SM)

This yearbook addresses the nation's need to train and retain good teachers, exploring exemplary practices in teacher education. There are four sections divided into 12 chapters. The book begins with a forward, "Research on Effective Models for Teacher Education: Powerful Teacher Education Programs" (E.M. Guyton). Section 1, "Models for Enhancing the Professional Development of Teachers: Overview and Framework" (F.K. Kochan), includes: (1) "Doing Math the Science Way: Staff Development for Integrated Teaching and Learning" (J.A. Thomas, S.B. Cooper, and J.A. Ponticell); (2) "Assessing the Impact of Sustained Professional Development on Middle School Mathematics Teachers" (J.E. Goodell, L.H. Parker, and J.B. Kahle); (3) "Teachers' Choices about Their Own Professional Development in Science Teaching and Learning" (D.L. Bainer and D. Wright); and a summary, "Teacher Professional Development as a Source of Educational Reform: Implications and Reflections" (F.K. Kochan). Section 2, "Inquiry and Reflection: Twin Needs for Improved Teacher Education" (W.R. Houston and A.R. Warner), includes: (4) "Teacher Research as Professional Development: Transforming Teachers' Perspectives and Classrooms" (A. Nevarez-La Torre and R. Rolon-Dow); (5) "Print and Video Case Studies: A Comparative Analysis" (J. Rowley and P. Hart); (6) "Teaching Portfolios: Tools for Reflective Teaching in Inner-City Teacher Induction" (A.L. Wood); and a summary, "Reflection on Inquiry and Reflection in Teacher Education: Implications and Reflections" (W.R. Houston and A.R. Warner). Section 3,"Mentoring, Social Interaction, and Transformations: Overview and Framework" (P.L. Troutman, Jr.), includes: (7) "Cohort Groups: An Effective Model in a Restructured Teacher Education Program" (K.E. Koeppen, G.L. Huey, and K.R. Connor); (8) "Returning To Learn: A Second-Career Prospective Teacher Struggles with Personal Experience as a Guide for Teaching" (M.L. Gomez, M.L. Page, and A.B. Walker); (9) "Reshaping the Profession One Teacher at a Time: Collaborative Mentoring of Entry-Year Teachers" (D.A. Williams and C.L. Bowman); and a summary, "Mentoring, Social Interaction, and Transformations: Reflections and Implications" (P.L. Troutman, Jr.). Section 4, "Effective Models for Alternative Programs in Teacher Education: Overview" (R.K. Hillkirk), includes: (10) "Fast-Track Teacher Education: Are We Adequately Preparing Teachers for California's Class-Size Reduction?" (B. Stone and S. Mata); (11) "Ten Years on the Fast Track: Effective Teacher Preparation for Nontraditional Candidates" (A.V. Paccione, B.A. McWhorter, and R.W. Richburg); (12) "The Impact of the Alternative Certification Policy: Multiple Perspectives" (J. Shen); and a summary, "Effective Models for Alternative Programs in Teacher Education: Implications and Reflections" (R.K. Hillkirk). (Individual chapters contain references.) (SM)

This book examines the current standard practice of confining teacher preparation to 4 years of coursework, examining the growing interest in career-spanning teacher education. There are 12 chapters. Section 1, "Collaboration: Building Bridges to Transform Institutional Cultures," includes: "Overview and Framework" (Linda Valli) and three chapters: (1) "Effects of Collaboration on Urban Teacher Education Programs and Professional Development Schools" (W. Robert Houston, L.Y. Hollis, Diane Clay, Claudette M. Ligons, and Linda Roff); (2) "Dream Keepers, Weavers, and Shape-Shifters: Emerging Roles of PDS University Coordinators in Educational Reform" (Joanne M. Simmons, Loretta R. Konecki, Ronald A. Crowell, and Pamela Gates-Duffield); and (3) "Creating an Equal Partnership for Urban School and Teacher Education Renewal: A California Experience" (Zhixin Su). A summary features "The Transformative Potential of Collaborative Partnerships: Reflections" (Linda Valli). Section 2, "Contexts for Professional Development Schools," includes "Overview and Framework" (Ann Larson and Sheryl Benson) and (4) "Investigating a School-University Partnership through the Lenses of Relationship, Self-Determination, Reciprocal Influence, and Expanding Power" (Mitzi Lewison and Sue Holiday); (5) "Creating Learning Communities of Research and Practice: Participatory Research and Development" (Daniel J. Boudah and Stephanie L. Knight); and (6) "Concerns of Professionals Involved in Implementing a Professional Development School" (Judith D. Redemer and Barbara L. Nourie). A summary presents "Contexts for Professional Development Schools: Reflections" (Ann Larson and Sheryl Benson). Section 3, "Taking Measure of Our Work: Professional Development Schools and the Matter of Leadership," includes "Overview and Framework" (Gerald M. Mager) and (7) "Teachers' Stories of Professional Development School Restructuring: Decision Making" (Ann S. Nihlen, Melissa Williams, and Amy Sweet); (8) "Teachers as Leaders: A Question or an Explanation?" (Judy Reinhartz and Ranae Stetson); and (9) "Professional Development Schools: A Comprehensive View" (Frances K. Kochan). A summary offers "What Can We Learn from These Measures? Reflections" (Gerand M. Mager). Section 4, "Inquiry in Professional Development School Contexts" includes "Overview and Framework" (Edward Pajak) and (10)"Understanding Teacher Risk- taking in a West Texas Professional Development School" (Judith A. Ponticell); (11) "Building the Layers of a Learning Community in a School-Based Teacher Education Program" (Karen M. Higgins); and (12) "Communities of Reflection, Communities as Support: How the Windham Partnership Mentor Seminars Affected and Supported the Thinking of Mentor Teachers" (Carol Rodgers and Peggy Tiffany). A summary includes "Themes for Professional Development Schools: Reflections" (Edward Pajak). (SM)

This collection of papers examines the current standard practice of confining teacher preparation to 4 years of coursework, discussing the growing interest in career-spanning teacher education. Section 1, "Teacher Cognition, Constructivist Teacher Education, and the Ethical and Social Implications of Schooling: Overview and Framework" (Edith M. Guyton), contains: (1) "Perceptions of Self as Teacher: Case Studies of Three Preservice Literacy Teachers" (Susan L. Nierstheimer, Carol J. Hopkins, and Deborah R. Dillon); (2) "Preservice Teachers' Reflective Thinking During a Case Discussion" (Joyce Sibbett, Suzanne Wade, and Larry Johnson); (3) "Tracking Salient Comments in Case Discussions" (Greta Morine-Dershimer); and a summary, "Perceptions of Self, Reflection, and Peers as Resources: Reflections" (Edith Guyton). Section 2, "School-University Collaboration and Career-Long Professional Development; Overview and Framework" (Nancy Fichtman Dana), features (4) "Continuous Learning for All Adults in the Professional Development School: A Review of the Research" (Lisa Frankes, Linda Valli, and David H. Cooper); (5) "Collegial Support Teams: Peer Supervision and Professional Growth" (Margaret J. Johnson and Lucy Brown); (6) "Collaborative Action Research for Local School Improvement" (Dennis Zuelke and Teresa M. Nichols); and a summary, "Reconceptualization of Roles in the School-University Collaborative: Reflections" (Nancy Fichtmen Dana). Section 3, "What We Know about the Relationship of Professional Teacher Development and Change to Staff Development, School Restructuring, and Teacher Beliefs: Overview and Framework" (Elaine Jarchow), includes (7) "Struggling With Democracy: Implications for Career-Long Teacher Education" (Ulrich C. Reitzug and Mary John O'Hair); (8) "Teacher Centered for Teacher Change" (Stephanine Kadel-Taras); (9) "Adaptive Teacher Beliefs for Continued Professional Growth During Postmodern Transitions" (M. Jayne Fleener and Pamela G. Fry), and a summary, "In Search of Democracy: Reflections" (Elaine Jarachow). Section 4, "Enhancing the Value of Teacher Education Programs: Overview and Framework" (Joanne May Herbert), contains (10) "Becoming Teachers: Minority Candidates' Perceptions of Teaching as a Profession and as a Career" (Zhixin Su); (11) "Theoretical Orientation to Reading and Student Teaching Placement: Three Case Studies in Match and Mismatch Contexts" (Barbara Young); (12) "The Effect of Hypermedia on Reflectivity as Perceived by Students in an Early Field Experience Course" (Sharon L. Gilbert and Jerry Hostetler); and a summary, "Adding Value by Making the Most of What We Have: Reflections" (Joanne May Herbert). An index is included. (SM)

This publication, the fifth annual yearbook of the Association of Teacher Educators, examines four aspects of teacher education: context, process, curriculum, and communication. The volume is introduced by a Foreword (M. Ishler) and "Introduction: Educating Our Nation's Teachers" (D. J. McIntyre and D. M. Byrd). The remainder of the book has four divisions. Division 1 contains: "Context: Overview and Framework" (T. Weible and J. E. White); "Multicultural Education in a Global Context" (R. F. McNergney, L. A. Regelbrugge, and J. P. Harper); "The Representation of Multiple Cultures and Perspectives in One Elementary Teacher Education Class: A Case Study from a Postmodern Feminist Perspective" (I. M. Striedieck); "Do Low Salaries Really Draw the Least Able into the Teaching Profession?" (M. R. Rollefson and T. M. Smith); and "Summary: Context: Reflections and Implications" (T. Weible and J. E. White). Division 2 includes: "Processes: Overview and Framework" (R. Alley, C. B. Furtwengler, and D. Potthoff); "How Can Teacher Perspectives Affect Teacher Decision Making?" (C. I. Bennett); "Cooperative Learning, Staff Development, and Change" (A. B. Sanders and M. S. Meloth); "A Teacher's Reconceptualization of Mathematics Teaching: A Paradox in Teacher Education" (D. H. Foss); and "Summary: Processes: Reflections and Implications" (R. Alley, C. B. Furtwengler, and D. Potthoff). Division 3 includes: "Curriculum: Overview and Framework" (S. J. Odell); "Developing a Constructivist Teacher Education Program" (E. M. Guyton, J. Rainer, and T. Wright); "'Swallowing an Elephant': The Subject Perspectives of Selected Novice English Teachers" (E. Spalding); "Multicultural Education and Monocultural Students: Curriculum Struggles in Teacher Education" (B. Jung); and "Summary: Curriculum: Reflections and Implications" (S. J. Odell). Division 4 includes: "Communication: Overview and Framework" (R. E. Floden); "Voices from the Margins: Asian American Teachers' Experiences in the Profession" (A. L. Goodwin, C. Genishi, N. Asher, and K. A. Woo); "Content Analysis of Prospective Teachers' Self-Guiding Speech during Solitary and Collaborative Planning" (B. H. Manning, S. E. Glasner, and V. G. Aeby); "A Model, Not a Mold: A Comparison of Four School-University Partnerships" (J. H. Sandholtz); and "Summary: Communication: Reflections and Implications" (R. E. Floden). Each paper contains references. (ND)

This yearbook provides educators with current research and practical guidelines for improving the education of teacher candidates and beginning teachers. The book has four sections, each on a particular topic and containing an overview and a response (reflections and implications). The first section focuses on contexts for effective field experiences and has four chapters: (1) "Relationships among School Context and Student Teachers' Attitudes and Performance" (Edith M. Guyton and Martin Wesche); (2) "Trusting Relations, Preservice Teachers, and Multicultural Schools" (Linda Valli); (3) "Community Field Experiences and Teacher Preparation for Diversity: A Case Study" (Kenneth M. Zeichner and Susan L. Melnick); and (4) "Designing Professional Development Learning Communities" (Patrick M. Jenlink: And Others). The overview and response are by Paul C. Paese. The second section, focusing on processes for successful field experiences, contains three chapters: (5) "Laboratory Experiences as Transition from Campus to Field" (Kim K. Metcalf and Pamela A. Kahlich); (6) "Making Sense of Teaching and Learning: A Case Study of Mentor and Beginning Teacher Problem Solving" (Judith A. Ponticell and Sally J. Zepeda); and (7) "Roles and Responsibilities of the Student Teacher Supervisor: Matches and Mismatches in Perception" (Billie J. Enz, Donald J. Freeman, and Mark B. Wallin). The overview and response are by Gary P. DeBolt. The third section, which discusses connecting field experiences through communication, contains three chapters: (8) "Providing Effective Cooperating Teacher Feedback" (Elizabeth A. Wilkins-Canter); (9) "Communicating Personal Constructs about Diverse Cultures: A Cross-Case Analysis of International Student Teaching" (Elaine Jarchow, J. McKay, R. Powell, and L. Quinn); and (10) "Facilitating Schools-University Communication: A Constructivist Approach to Practitioner Empowerment (Mary J. Selke). The overview and response are by Dan O'Hair and Mary John O'Hair. The fourth section focuses on field experiences and curriculum and contains two chapters: (11) "Learning about Mathematics in Elementary Methods Courses" (Robert E. Floden, G. W. McDiarmid, and N. Jennings) and (12) "Educational Environments for the Teaching and Learning of Elementary Science: Questions of Fit" (Sharon Nichols, Deborah J. Tippins, and Denise Crockett). The overview and response are by Renee Tipton Clift and Laurie Thomas. (CK)