Research on Effective Models for Teacher Education. Teacher Education Yearbook VIII.

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)