Table Of Content

JOURNAL OF TEACHER EDUCATION VOLUME 44 AUTHOR INDEX Program Development and Research on Gradu- ates. September-October, 273-278. Agostinelli, A. Teaching Before and After Profes- Cochran, K. F. Pedagogical Content Knowing: An sional Preparation: The Story of a High School Integrative Model for Teacher Preparation. Mathematics Teacher. March-April, 107-118. September-October, 263-272. Allred, R. A.N CATE Accreditation: Getting the Collins, A. Portfolios in Teacher Education. May- Most from the Self-Study. May-June, 165-169. June, 200-210. Ambrose, R. The Impact of Portfolio Assessment Colton, A. B. A Conceptual Framework to Guide on Teacher Classroom Activities. November- the Development of Teacher Reflection and December, 371-377. Decision-Making. January-February, 45-54. Andrew, M. Outcome Centered Education Accredi- Condon, M. W. FE. A Constructivist Basis for tation: Is Teacher Education Ready? May-June, Teaching and Teacher Education: A Framework 176-182. for Program Development and Research on Avery, P. G. Prospective Teachers’ Perceptions of Graduates. September-October, 273-278. Ethnic and Gender Differences in Academic Coombs, C. G. NCATE Accreditation: Getting the Achievement. January-February, 27-37. Most from the Self-Study. May-June, 165-169. Barbour, N. The Impact of Portfolio Assessment on Curtiss, P. M. Perceptions of Human Technologies Teacher Classroom Activities. November- in Teaching: A Pedagogical Methods Course in December, 371-377. the Extended Elementary Teacher Education Barton, J. Portfolios in Teacher Education. May- Program. March-April, 139-148. June, 200-210. DeRuiter, J. A. Pedagogical Content Knowing: An Baughman, K. Continuity and Change in Teacher Integrative Model for Teacher Preparation. Development: First Year Teacher After Five September-October, 263-272. Years. March-April, 86-95. Dill, V. The Knowledge Base on Retention Vs. Brookhart, S. M. A Pedagogy of Enrichment, Not Teacher Ideology: Implications for Teacher Poverty: Successful Lessons of Exemplary Urban Preparation. November-December, 352-360. Teachers. January-February, 17-26. Dwyer, C. A. Teaching and Diversity: Meeting the Bullough, R. V., Jr. Continuity and Change in Challenges for Innovative Teacher Assess- Teacher Development: First Year Teacher After ments. March-April, 119-129. Five Years. March-April, 86-95. Edmundson, P. Renewal Agendas and Accreditation Butts, R. EFT he Time Is Now: To Frame the Civic Requirements: Contrasts and Correspondence. Foundations of Teacher Education. November- May-June, 170-175. December, 326-334. Ferguson, P. The Impact of Subject Matter and Carter, K. Beginning Teachers’ Knowledge of Education Coursework on Teaching Perfor- Classroom Events. May-June, 223-232. mance. January-February, 55-63. Casey, M. B. Educating Preservice Students Based Friesen, D. The Induction of Teachers: A Major on a Problem-Centered Approach to Teaching. Internship Program. September-October, 296- November-December, 361-369. 304. Clyde, J. A. A Constructivist Basis for Teaching Godfried, L. Assessing the Performance and Per- and Teacher Education: A Framework for sonal Traits of Teacher Education Students by a Journal of Teacher Education, November-December 1993, Vol. 44, No. 5 JOURNAL OF TEACHER EDUCATION VOLUME 44 AUTHOR INDEX Program Development and Research on Gradu- ates. September-October, 273-278. Agostinelli, A. Teaching Before and After Profes- Cochran, K. F. Pedagogical Content Knowing: An sional Preparation: The Story of a High School Integrative Model for Teacher Preparation. Mathematics Teacher. March-April, 107-118. September-October, 263-272. Allred, R. A.N CATE Accreditation: Getting the Collins, A. Portfolios in Teacher Education. May- Most from the Self-Study. May-June, 165-169. June, 200-210. Ambrose, R. The Impact of Portfolio Assessment Colton, A. B. A Conceptual Framework to Guide on Teacher Classroom Activities. November- the Development of Teacher Reflection and December, 371-377. Decision-Making. January-February, 45-54. Andrew, M. Outcome Centered Education Accredi- Condon, M. W. FE. A Constructivist Basis for tation: Is Teacher Education Ready? May-June, Teaching and Teacher Education: A Framework 176-182. for Program Development and Research on Avery, P. G. Prospective Teachers’ Perceptions of Graduates. September-October, 273-278. Ethnic and Gender Differences in Academic Coombs, C. G. NCATE Accreditation: Getting the Achievement. January-February, 27-37. Most from the Self-Study. May-June, 165-169. Barbour, N. The Impact of Portfolio Assessment on Curtiss, P. M. Perceptions of Human Technologies Teacher Classroom Activities. November- in Teaching: A Pedagogical Methods Course in December, 371-377. the Extended Elementary Teacher Education Barton, J. Portfolios in Teacher Education. May- Program. March-April, 139-148. June, 200-210. DeRuiter, J. A. Pedagogical Content Knowing: An Baughman, K. Continuity and Change in Teacher Integrative Model for Teacher Preparation. Development: First Year Teacher After Five September-October, 263-272. Years. March-April, 86-95. Dill, V. The Knowledge Base on Retention Vs. Brookhart, S. M. A Pedagogy of Enrichment, Not Teacher Ideology: Implications for Teacher Poverty: Successful Lessons of Exemplary Urban Preparation. November-December, 352-360. Teachers. January-February, 17-26. Dwyer, C. A. Teaching and Diversity: Meeting the Bullough, R. V., Jr. Continuity and Change in Challenges for Innovative Teacher Assess- Teacher Development: First Year Teacher After ments. March-April, 119-129. Five Years. March-April, 86-95. Edmundson, P. Renewal Agendas and Accreditation Butts, R. EFT he Time Is Now: To Frame the Civic Requirements: Contrasts and Correspondence. Foundations of Teacher Education. November- May-June, 170-175. December, 326-334. Ferguson, P. The Impact of Subject Matter and Carter, K. Beginning Teachers’ Knowledge of Education Coursework on Teaching Perfor- Classroom Events. May-June, 223-232. mance. January-February, 55-63. Casey, M. B. Educating Preservice Students Based Friesen, D. The Induction of Teachers: A Major on a Problem-Centered Approach to Teaching. Internship Program. September-October, 296- November-December, 361-369. 304. Clyde, J. A. A Constructivist Basis for Teaching Godfried, L. Assessing the Performance and Per- and Teacher Education: A Framework for sonal Traits of Teacher Education Students by a Journal of Teacher Education, November-December 1993, Vol. 44, No. 5 Group Assessment Procedure: A Study of Kyle, D. W. A Constructivist Basis for Teaching and Concurrent and Construct Validity. March- Teacher Education: A Framework for Program April, 130-138. Development and Research on Graduates. Gonzalez, L. Beginning Teachers’ Knowledge of September-October, 273-278. Classroom Events. May-lune, 223-232. Levine, D. School Effectiveness and National Gorrell, J]. Using Laswell’s Decision Seminars to Reform. November-December, 335-345. Assure Appropriate Knowledge Base in Teacher Martin, K. Veteran and Rookie Teachers: A Education Programs. May-June, 183-189. Stereoptic Vision of Learning in Mathematics. Haberman, M. The Knowledge Base on Retention September-October, 245-253. Vs. Teacher Ideology: Implications for Teacher Ornstein, A. School Effectiveness and National Preparation. November-December, 352-360. Reform. November-December, 335-345. Hannah, B. H. Ten Teachers Teaching: The Inter- Osguthorpe, R. T. The Continuing Domination of play of Individuals, Their Preparation and Their The Four-Year Teacher Education Program: A Schools. September-October, 305-311. National Survey. January-February, 64-70. Harrington, H. L. The Essence of Technology and Ossant, D. Using Laswell’s Decision Seminars to the Education of Teachers. January-February, 5- Assure Appropriate Knowledge Base in Teacher 15. Education Programs. May-June, 183-189. Herrmann, B. A. Restructuring a Preservice Lit- Pultorak, E. G. Facilitating Reflective Thought in eracy Methods Course: Dilemmas and Lessons Novice Teachers. September-October, 288-295. Learned. March-April, 96-106. Ratsoy, E. W. The Induction of Teachers: A Major Holdaway, E. A. The Induction of Teachers: A Internship Program. September-October, 296- Major Internship Program. September-October, 304. 296-304. Regan, H. B. Ten Teachers Teaching: The Interplay Hovda, R. A. A Constructivist Basis for Teaching of Individuals, Their Preparation and Their and Teacher Education: A Framework for Schools. September-October, 305-311. Program Development and Research on Gradu- Reynolds, R. Foundational Studies in Education. ates. September-October, 273-278. November-December, 346-351. Howson, P. Educating Preservice Students Based on Reynolds, S. Veteran and Rookie Teachers: A a Problem-Centered Approach to Teaching. Stereoptic Vision of Learning in Mathematics. November-December, 361-369. September-October, 245-253. Johnson, N. A. The Induction of Teachers: A Major Rodriguez, A. J. A Dose of Reality: Understanding Internship Program. September-October, 296- the Origin of the Theory/Practice Dichotomy in 304. Teacher Education from the Student’s Point of Karter, K. Beginning Teachers’ Knowledge of View. May-June, 213-222. Classroom Events. May-June, 223-232. Rohrer, J. The Impact of Portfolio Assessment on Kilgore, K. Following PROTEACH Graduates: The Teacher Classroom Activities. November- Fifth Year of Practice. September-October, 279- December, 371-377. 287. Ross, D. Following PROTEACH Graduates: The King, R. A. Pedagogical Content Knowing: An Fifth Year of Practice. September-October, 279- Integrative Model for Teacher Preparation. 287. September-October, 263-272. Rusnak, T. G. A Pedagogy of Enrichment, Not Knowles, G. Personal, Professional and Contextual Poverty: Successful Lessons of Exemplary Urban Circumstances of Student Teachers Who “Fail”: Teachers. January-February, 17-26. Setting a Course for Understanding Failure in Sarracino, J. Restructuring a Preservice Literacy Teacher Education. September-October, 254- Methods Course: Dilemmas and Lessons 262. Learned. March-April, 96-106. Kunkel, R. Using Laswell’s Decision Seminars to Scales, P. How Teachers and Education Deans Rate Assure Appropriate Knowledge Base in Teacher the Quality of Teacher Preparation Programs in Education Programs. May-June, 183-189. Middle Grades. November-December, 378-390. Journal of Teacher Education, November-December 1993, Vol. 44, No. 5 Schwab, R. Outcome Centered Education Accredi- TITLE INDEX tation: Is Teacher Education Ready? May-June, A Conceptual Framework to Guide the Develop- 176-182. ment of Teacher Reflection and Decision- Searls, E. F The Effectiveness of SIDPASS: A Making. January-February, 45-54. Research-Based Self-Study Model for Seeking A Constructivist Basis for Teaching and Teacher NCATE Accreditation and Program Improve- Education: A Framework for Program Develop- ment. May-June, 190-199. ment and Research on Graduates. September- Shaklee, B. The Impact of Portfolio Assessment on October, 273-278. Teacher Classroom Activities. November- A Dose of Reality: Understanding the Origin of the December, 371-377. Theory/Practice Dichotomy in Teacher Educa- Shectman, Z. Assessing the Performance and tion from the Student’s Point of View. May- Personal Traits of Teacher Education Students June, 213-222. by a Group Assessment Procedure: A Study of A Pedagogy of Enrichment, Not Poverty: Successful Concurrent and Construct Validity. March- Lessons of Exemplary Urban Teachers. January- April, 130-138. February, 17-26. Sparks-Langer, G. M. A Conceptual Framework to Assessing the Performance and Personal Traits of Guide the Development of Teacher Reflection Teacher Education Students by a Group Assess- and Decision-Making. January-February, 45-54. ment Procedure: A Study of Concurrent and Sudzina, M. R. Personal, Professional and Contex- Construct Validity. March-April, 130-138. tual Circumstances of Student Teachers Who Beginning Teachers’ Knowledge of Classroom “Fail”: Setting a Course for Understanding Events. May-June, 223-232. Failure in Teacher Education. September- Continuity and Change in Teacher Development: October, 254-262. First Year Teacher After Five Years. March- Titus, J. J. Gender Messages in Education Founda- April, 86-95. tion Textbooks. January-February, 38-44. Educating Preservice Students Based on a Problem- Uprichard, A. E. The Effectiveness of SIDPASS: A Centered Approach to Teaching. November- Research-Based Self-Study Model for Seeking December, 361-369. NCATE Accreditation and Program Improve- Facilitating Reflective Thought in Novice Teachers. ment. May-June, 190-199. September-October, 288-295. Valli, L. Teaching Before and After Professional Following PROTEACH Graduates: The Fifth Year Preparation: The Story of a High School of Practice. September-October, 279-287. Mathematics Teacher. March-April, 107-118. Foundational Studies in Education. November- Viechnicki, K. The Impact of Portfolio Assessment December, 346-351. on Teacher Classroom Activities. November- Gender Messages in Education Foundation Text- December, 371-377. books. January-February, 38-44. Walker, C. Prospective Teachers’ Perceptions of How Teachers and Education Deans Rate the Ethnic and Gender Differences in Academic Quality of Teacher Preparation Programs in Achievement. January-February, 27-37. Middle Grades. November-December, 378-390. Wilkerson, ]. R. The Effectiveness of SIDPASS: A Research-Based Self-Study Model for Seeking NCATE Accreditation: Getting the Most from the NCATE Accreditation and Program Improve- Self-Study. May-June, 165-169. ment. May-June, 190-199. Outcome Centered Education Accreditation: Is Womack, S. T. The Impact of Subject Matter and Teacher Education Ready? May-June, 176-182. Education Coursework on Teaching Perfor- Pedagogical Content Knowing: An Integrative mance. January-February, 55-63. Model for Teacher Preparation. September- Wong, M. J. The Continuing Domination of the October, 263-272. Four-Year Teacher Education Program: A Perceptions of Human Technologies in Teaching: A National Survey. January-February, 64-70. Pedagogical Methods Course in the Extended Journal of Teacher Education, November-December 1993, Vol. 44, No. 5 Elementary Teacher Education Program. The Time Is Now: To Frame the Civic Foundations March-April, 139-148. of Teacher Education. November-December, Personal, Professional and Contextual Circum- 326-334. stances of Student Teachers Who “Fail”: Setting Using Laswell’s Decision Seminars to Assure a Course for Understanding in Teacher Educa- Appropriate Knowledge Base in Teacher tion. September-October, 254-262. Education Programs. May-June, 183-189. Portfolios in Teacher Education. May-June, 200- Veteran and Rookie Teachers: A Stereoptic Vision 210. of Learning in Mathematics. September- Prospective Teachers’ Perceptions of Ethnic and October, 245-253. Gender Differences in Academic Achievement. January-February, 27-37. BOOK REVIEW AUTHORS Renewal Agendas and Accreditation Requirements: Contrasts and Correspondence. May-June, 170- Elswood, R. Validating Lives. November-December, 388-390. (Review of Teacher Lore: Learning from 175. Our Own Experience, W. H. Schubert & W. C. Restructuring a Preservice Literacy Methods Ayers) Course: Dilemmas and Lessons Learned. March- Johnston, B. Teaching as a Profession: The Peren- April, 96-106. School Effectiveness and National Reform. Novem- nial Problem. March-April, 149-153. (Review of The Teacher as Expert: A Theoretical and ber-December, 335-345. Historical Examination, R. Welker) Teaching and Diversity: Meeting the Challenges for Nash, R. J. Rita Kramer's Follies: The Misrepresen- Innovative Teacher Assessments. March-April, tation of America’s Teacher Educators. January- 119-129. February, 71-77. (Review of Ed School Follies: Teaching Before and After Professional Preparation: The Miseducation of America’s Teachers, R. The Story of a High School Mathematics Kramer) Teacher. March-April, 107-118. Romig, J. Two Views Backward. September-Octo- Ten Teachers Teaching: The Interplay of Individu- ber, 312-316. (Review of Why Johnny Can't Tell als, Their Preparation and Their Schools. Right from Wrong, W. K. Kilpatrick; and Reclaim- September-October, 305-311. ing Our Schools: A Handbook on Teaching The Continuing Domination of the Four-Year Character, Academics, and Discipline, E. A. Teacher Education Program: A National Wynne & K. Ryan) Survey. January-February, 64-70. Sutton, R. E. Diverse Issues in Diversity. May-June, The Effectiveness of SIDPASS: A Research-Based 234-237. (Review of Diversity in Teacher Educa- Self-Study Model for Seeking NCATE Accredi- tion: New Expectations, M. Dilworth, Ed.) tation and Program Improvement. May-June, Whittaker, G. A Teacher’s Life. March-April, 155- 190-199. 157. (Review of Understanding Teaching: Conti- The Essence of Technology and the Education of nuity and Change in Teachers’ Knowledge, Teachers. January-February, 5-15. W. Louden) The Impact of Portfolio Assessment on Teacher Whittemore, R. On Renewing School History. Classroom Activities. November-December, November-December, 385-387. (Review of 371-377. History Anew: Innovations in the Teaching of The Impact of Subject Matter and Education History, R. Blackey, Ed.) Coursework on Teaching Performance. January- February, 55-63. BOOKS REVIEWED The Induction of Teachers: A Major Internship Program. September-October, 296-304. Blackey, R. (1993). History Anew: Innovations in the The Knowledge Base on Retention Vs. Teacher Teaching of History. Long Beach, CA: The Ideology: Implications for Teacher Preparation. University Press, California State University. November-December, 352-360. Dilworth, M. (Ed.). (1992). Diversity in Teacher Education: New Expectations. San Francisco: Jossey-Bass. Journal of Teacher Education, November-December 1993, Vol. 44, No. 5 Kilpatrick, W. K. (1992). Why Johnny Can't Tell Schubert, W. H., & Ayers, W. C. (1992). Teacher Right from Wrong. New York: Simon and Lore: Learning from Our Own Experience. New Schuster. York: Longman. Kramer, R. (1992). Ed School Follies: The Welker, R. (1992). The Teacher as Expert: A Theo- Miseducation of America’s Teachers. New York: retical and Historical Examination. Albany: State The Free Press University of New York Press. Louden, W. (1991). Understanding Teaching: Conti- Wynne, E. A., & Ryan, K. (1993). Reclaiming Our nuity and Change in Teachers’ Knowledge. New Schools. New York: Macmillan Publishing York: Teachers College Press. Company. Journal of Teacher Education, November-December 1993, Vol. 44, No. 5