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For many preservice teachers, student teaching is the culminating and paramount experience in their preparation to The purpose of this study was twofold: first, to determine the effectiveness of an alternative student teaching supervision model by on-site supervision by the supervising teacher (the university supervisor does not visit the setting); second, student teachers in the site-based model are compared with those working within a traditional framework--student teachers assigned to a supervising teacher and having periodic visits by a university supervisor. Two survey instruments were constructed to analyze student teacher performance. Stages of development incorporated significant input from student teachers, supervising teachers, and university supervisors. Results from both groups supported the site-based design as a supervision option. It is cost efficient, empowers the supervising teacher, and serves as a stress reducer for the student teacher. Its existence, however, is perceived as an alternative, not a sole approach to student teacher supervision. Copies of the survey instruments, statistical tables, a student teacher reaction form, and a student teacher evaluation form are appended. (Author/LL)

This paper utilizes the concepts of power and change as a framework for describing and analyzing efforts made by an individual teacher to change instructional-grouping and teacher-assignment practices in one Georgia school system. Data were collected through interviews with the individual teacher, administrators, educators, and federal and state officials; analysis of school board and study committee meetings; and analysis of an independent evaluation report. The teacher had received her master's degree in 1986 and obtained a teaching job at the high school. She noted inequalities in the school with regard to instructional-grouping practices and teacher assignments, particularly for African-Americans. Within 3 years, six changes occurred in the district as a result of her efforts: (1) assignment of teachers to advanced classes without regard to ethnic background; (2) the reassignment of the principal to a central-office position; (3) the creation of heterogeneously grouped classes at the elementary schools and more racially balanced classes at the high school; (4) the adoption of whole language programs and cooperative learning strategies; (5) some movement toward shared decision making; and (6) continuous study by outside evaluators of instructional and grouping changes. She articulated a personal vision, shared it with her colleagues, maintained persistent inquiry, mastered techniques for implementing change, stimulated other colleagues to improve their skills, and developed collaborative work cultures. Two barriers to change included the adoption of reform without appropriate teacher training and restructuring without creating a new school culture. The changes were tenacious because they were based on a moral purpose. Two figures are included. (LMI)

A study examined factors contributing to the decline in numbers of African-American teachers, with four objectives: (1) to identify factors encouraging and discouraging them to consider teaching as a career; (2) to determine differences in their perceptions by background variables; (3) to determine factors influencing them to leave the profession; and (4) to identify recommendations for recruitment and retention of African-American teachers. From 1989-1990, researchers gathered data from 64 schools in southern Georgia, and they selected 16 African-American college students and 11 educators for interviews. Part 1 of a questionnaire asked for background data on preparation, teaching position, and personal characteristics. Part 2 allowed teachers to identify their perceptions of teaching as a career. The interview process let them analyze findings from the survey research. Results suggest the major deterrent to majoring in education is salary. Both college students and teachers emphasized the importance of encouraging students to consider teaching when they are young. Subjects listed the consistent assignment of African-American teachers to low-level classes and/or classes with behavior problems as a reason many leave the profession. Four appendixes offer the survey instrument, three tables, a case study based on a teacher interview, and a list of 17 references. (SM)

This study sought to determine the views of teachers in 40 school systems in the service area of Southeast Georgia (SEGA) on teaching as a career and a variety of educational reform issues. Specific questions addressed by the study were: (1) How do teachers in SEGA perceive the teaching profession as a career opportunity? (2) How do SEGA teachers perceive various proposals for educational reform? (3) Do SEGA teachers, categorized on the basis of background variables, differ in their perceptions of the teaching profession and educational reform? (4) Are there background variables which discriminate independently or in combination between SEGA teachers who would choose teaching again and those who would not? and (5) Are there items related to perceptions of teaching which discriminate independently or in combination between SEGA teachers who would choose teaching again and those who would not? Most respondents viewed contributions to humanity, job availability, and job security as encouraging factors. Thirteen suggested reforms were viewed positively and nine negatively, and there were numerous differences in perceptions of teaching factors and reforms. Summaries of teacher recommendations are included. Three appendices contain the instrument, "Perceptions of Teaching and Educational Reform"; 10 tables; and a list of 17 references. (Author/JD)

This study was designed to elicit information relative to teaching as a career opportunity and in regard to a variety of educational reform issues. A wide range of descriptive data is available on these topics. Studies that offer national perspectives and statewide views are available in many areas. This study depicts responses from three different categories of teachers: laboratory school teachers, state teachers of the year, and teachers from southeast Georgia. Specific questions addressed by this research are: (1) How do these teachers perceive the teaching profession as a career opportunity? (2) How do these teachers perceive various proposals for educational reform? and (3) Do these teachers, when compared with each other, differ in their perceptions of the teaching profession and educational reform? (JD)

This study sought to: (1) identify Southeastern high school senior perceptions of the teaching profession; (2) determine whether significant differences exist between groups categorized on the basis of sex and race; and (3) identify factors which significantly discriminate between students who are considering teaching and those who are not. The study consisted of 2,478 subjects representing 10 different Southeastern states. Subjects responded to a data gathering instrument devised to ascertain high school senior perceptions of the teaching profession. Study results showed that: (1) Salary, discipline problems, and working conditions were perceived by the majority of students as discouraging factors; (2) The limited number of high school seniors considering teaching as a career made that decision at an earlier age than previously thought; and (3) The factor that best discriminates whether students will consider teaching as a career is simply whether or not other individuals have discussed this possibility with them. Study implications are discussed, and seven tables and the survey questionnaire are appended. (JMK)

Two primary objectives were served in this study. Perceptions were identified for preservice teachers relative to: (1) the kinds of discipline problems with which public schools are confronted; and (2) the frequency utilization of a variety of methods of managing student behavior. A secondary objective was to identify significant differences in perceptions categorized on the basis of academic major, cumulative grade point average, sex, and stage in preservice preparation. The first of two questionnaires elicited information on academic preparation, career plans, personal data, and interest in teaching as well as perceptions of discipline problems and methods for managing student behavior. Respondents were also asked to rate 24 discipline problems in terms of frequency of occurrence, and the most effective methods of managing behavior. Among the most frequently observed breaches of decorum in the classroom were excessive talking, inattention, and failure to complete assignments. Most frequent methods of classroom control were verbal emphasis upon behavior limits, and positive reinforcement of good behavior. Statistical data obtained from the questionnaires are presented in tables. (JD)

A survey was conducted in seven laboratory schools in order to determine teachers' experience, concerns, and insights as they relate to teaching as a career and various features of education reform. Laboratory schools in nine states participated in the study: Alabama, Colorado, Florida, Georgia, Iowa, South Carolina, and Tennessee. Major findings in the category of teaching as a career indicated that teachers from large communities were more positive about teaching being a good career for males, and job availability and security were viewed more positively by teachers from schools with larger student enrollment. Teacher opinions on educational reform indicated that teachers from smaller communities view restriction of teachers to instructing only in their subject matter major more positively than teachers from larger schools; they also viewed standardized testing of student more positively than teachers from larger schools. Nine tables present specific information on the variables taken into consideration in the study. (JD)

This study sought to determine the experience, concerns, and insights of 302 current and former State Teachers of the Year as they relate to educational and professional reform. A secondary objective was to determine whether these teachers, categorized on the basis of background variables, differ in their perceptions of educational and professional reform. Respondents were asked to rate their level of support for 21 reform proposals on a scale ranging from strongly agree to strongly disagree. Frequency statistics revealed various levels of support for specific reform proposals. Areas receiving strongest support included higher teacher salaries, mentor teachers to assist and supervise beginning teachers, and more state funding for educational programs. Undesirable reforms included longer school days, and use of standardized tests for evaluating both students and prospective teachers. Some significant differences of opinion were found between secondary and elementary teachers, older and younger teachers, and teachers with different educational backgrounds. (JD)