Table Of Content

JOURNAL OF TEACHER EDUCATION VOLUME 48 AUTHOR INDEX Professional Need. September-October, 271- 280. Andrew, M. D., What Matters Most for Teacher Dwyer, M., Adapting Teacher Preparation Educators. May-June, 167-176. Courses to Support High School Reform. Bailey, B. L., It’s Not My Style: Using Disclaimers November-December, 358-366. to Ignore Gender Issues in Science. January- Edwards, B., Teacher Education Students’ In- February, 29-36. sights From Intergenerational Literature Beyer, L. E., The Moral Contours of Teacher Circles. November-December, 367-378. Education. September-October, 245-254. Engvall, R., The Dichotomy Between the Concept Bologna, T. M., A Teacher Education Ethics of Professionalism and the Reality of Sexism in Initiative: A Collaborative Response to a Teaching. March-April, 118-128. Professional Need. September-October, 271- Erbaugh, S., Urban Educators’ Perceptions of 280. Successful Teaching. November-December, Borko, H., Student Teaching Portfolios: A Tool 379-384. for Promoting Reflective Practice. November- Finke, J., Teacher Education Students’ Insights December, 345-357. From Intergenerational Literature Circles. Bullough, R. V., Jr., Long-Term PDS Develop- November-December, 367-378. ment in Research Universities and the Fish, D. R., Against-the-Grain Teacher Educa- Clinicalization of Teacher Education. March- tion: A Study of Coursework, Field Experi- April, 85-95. ence, and Perspectives. March-April, 96-107. Campbell, E., Connecting the Ethics of Teaching Freeman, N. K., A Teacher Education Ethics and Moral Education. September-October, Initiative: A Collaborative Response to a 255-263. Professional Need. September-October, 271- Campbell, P. B., Uninformed But Interested: 280. Findings of a National Survey on Gender Fueyo, V., Teacher as Researcher: A Synonym for Equity in Preservice Teacher Education. Professionalism. November-December, 336-344. January-February, 69-75. Glesne, C., Adapting Teacher Preparation Clarke, J., Adapting Teacher Preparation Courses Courses to Support High School Reform. to Support High School Reform. November- November-December, 358-366. December, 358-366. Goodman, J., Against-the-Grain Teacher Educa- Crow, N., Long-Term PDS Development in tion: A Study of Coursework, Field Experi- Research Universities and the Clinicalization ence, and Perspectives. March-April, 96-107. of Teacher Education. March-April, 85-95. Griffin, G., Teaching as a Gendered Experience. DeCourse, C.J.B., In a Complex Voice: The January-February, 7-18. Contradictions of Male Elementary Teachers’ Gullatt, D. E., Educational Law: A Requisite Career Choice and Professional Identity. Course for Preservice and Inservice Teacher January-February, 37-46. Education Programs. March-April, 129-135. Dorsey, A. G., A Teacher Education Ethics Hamberger, N. M., From Personal to Professional Initiative: A Collaborative Response to a Values: Conversations About Conflicts. September-October, 301-310. Journal of Teacher Education, November-December 1997, Vol. 48, No. 5 Hammrich, P. L., Teaching for Excellence in K-8 Manouchehri, A., School Mathematics Reform: Science Education: Using Project 2061 Implications for Mathematics Teacher Prepa- Benchmarks for More Effective Science ration. May-June, 197-209. Instruction. May-June, 222-232. Meyers, H., Adapting Teacher Preparation Hawkey, K., Roles, Responsibilities, and Rela- Courses to Support High School Reform. tionships in Mentoring: A Literature Review November-December, 358-366. and Agenda for Research. November-Decem- Michalec, P., Student Teaching Portfolios: A Tool ber, 325-335. for Promoting Reflective Practice. November- Hill, L., Just Tell Us the Rule: Learning to Teach December, 345-357. Elementary Mathematics. May-June, 211-221. Miller, J. H., Gender Issues Embedded in the Hobbs, S. F, Long-Term PDS Development in Experience of Student Teaching: Being Research Universities and the Clinicalization Treated Like a Sex Object. January-February, of Teacher Education. March-April, 85-95. 19-28. Hohenbrink, J., Collaborative Teaching of a Montecinos, C., Gender and Cohort Differences Social Studies Methods Course: Intimidation in University Students’ Decisions to Become and Change. September-October, 293-300. Elementary Teacher Education Majors. Ilmer, S., Urban Educators’ Perceptions of Success- January-February, 47-54. ful Teaching. November-December, 379-384. Moore, R. L., Jr., From Personal to Professional Johnston, M., Collaborative Teaching of a Social Values: Conversations About Conflicts. Studies Methods Course: Intimidation and September-October, 301-310. Change. September-October, 293-300. Nielsen, L. E., Gender and Cohort Differences in Kauchak, D. P., Long-Term PDS Development in University Students’ Decisions to Become Research Universities and the Clinicalization Elementary Teacher Education Majors. of Teacher Education. March-April, 85-95. January-February, 47-54. Kaufman, R., The Dichotomy Between the Pietig, ]., Foundations and Teacher Education: Concept of Professionalism and the Reality of Do We Need a New Metaphor? May-June, Sexism in Teaching. March-April, 118-128. 177-184. Koorland, M. A., Teacher as Researcher: A Prue, J., Adapting Teacher Preparation Courses Synonym for Professionalism. November- to Support High School Reform. November- December, 336-344. December, 358-366. Kostin, M., Adapting Teacher Preparation Reagan, T., A Case for Applied Linguistics in Courses to Support High School Reform. Teacher Education. May-June, 185-196. November-December, 358-366. Sanders, J., Uninformed But Interested: Findings Kurz, K., Urban Educators’ Perceptions of Suc- of a National Survey on Gender Equity in cessful Teaching. November-December, 379- Preservice Teacher Education. January- 384. February, 69-75. Lawrence, S., Beyond Race Awareness: White Scantlebury, K., It’s Not My Style: Using Dis- Racial Identity and Multicultural Teaching. claimers to Ignore Gender Issues in Science. March-April, 108-117. January-February, 29-36. Leo, K., Adapting Teacher Preparation Courses to Scering, G.E.S., Themes of a Critical/Feminist Support High School Reform. November- Pedagogy: Teacher Education for Democracy. December, 358-366. January-February, 62-68. Letts, W. J., IV., It’s Not My Style: Using Dis- Siddle, ]., Student Teaching Portfolios: A Tool claimers to Ignore Gender Issues in Science. for Promoting Reflective Practice. November- January-February, 29-36. December, 345-357. Luckowski, J. A., A Virtue-Centered Approach to Snyder, J.-A., Urban Educators’ Perceptions of Ethics Education. September-October, 264-270. Successful Teaching. November-December, Lundeberg, M. A., You Guys Are Overreacting: 379-384. Teaching Prospective Teachers About Subtle Gender Bias. January-February, 55-61. Journal of Teacher Education, November-December 1997, Vol. 48, No. 5 Stokes, D., Long-Term PDS Development in Educational Law: A Requisite Course for Preser- Research Universities and the Clinicalization vice and Inservice Teacher Education Pro- of Teacher Education. March-April, 85-95. grams. March-April, 129-135. Timmons, M., Student Teaching Portfolios: A Foundations and Teacher Education: Do We Tool for Promoting Reflective Practice. Need a New Metaphor? May-June, 177-184. November-December, 345-357. From Personal to Professional Values: Conversa- Tollett, J. R., Educational Law: A Requisite tions About Conflicts. September-October, Course for Preservice and Inservice Teacher 301-310. Education Programs. March-April, 129-135. Gender and Cohort Differences in University Ungaretti, T., A Teacher Education Ethics Students’ Decisions to Become Elementary Initiative: A Collaborative Response to a Teacher Education Majors. January-February, Professional Need. September-October, 271- 47-54. 280. Gender Issues Embedded in the Experience of Vogtle, S. P., In a Complex Voice: The Contra- Student Teaching: Being Treated Like a Sex dictions of Male Elementary Teachers’ Career Object. January-February, 19-28. Choice and Professional Identity. January- In a Complex Voice: The Contradictions of Male February, 37-46. Elementary Teachers’ Career Choice and Westhoven, L., Collaborative Teaching of a Professional Identity. January-February, 37- Social Studies Methods Course: Intimidation 46. and Change. September-October, 293-300. It’s Not My Style: Using Disclaimers to Ignore Westland, C., The Dichotomy Between the Gender Issues in Science. January-February, Concept of Professionalism and the Reality of 29-36. Sexism in Teaching. March-April, 118-128. Just Tell Us the Rule: Learning to Teach Elemen- Yost, D. S., The Moral Dimensions of Teaching tary Mathematics. May-June, 211-221. and Preservice Teachers: Can Moral Disposi- Long-Term PDS Development in Research tions Be Influenced? September-October, Universities and the Clinicalization of 281-292. Teacher Education. March-April, 85-95. The Moral Contours of Teacher Education. TITLE INDEX September-October, 245-254. The Moral Dimensions of Teaching and Preser- Adapting leache aration Courstoe Ssup - ; ; - Adapting Teacher Preparation Courses to Sup vice Teachers: Can Moral Dispositions Be port High School Reform. November-Decem- Influenced? September-October, 281-292. ber, 358-366. Roles, Responsibilities, and Relationships in Against-the-Grain Teacher Education: A Study apo Mentoring: A Literature Review and Agenda of Coursework, Field Experience, and Per- Ce Ressanets. Walia Mien S0e wee sSpeec tives. Mara ch-April,. 96-1100 7. School Mats hemati. cs Reform: Implicatio? ns for . Beyond Race Awareness: White Racial Identity Mathematics Teacher Preparation. May-June and Multicultural Teaching. March-April, 197-209 108-117. Student Teaching Portfolios: A Tool for Promot- A Case for Applied Linguistics in Teacher Educa- ing Reflective Practice. November-December, tion. May-June, 185-196. 345-357. Collaborative Teaching of a Social Studies Teacher as Researcher: A Synonym for Profes- Methods Course: Intimidation and Change. sionalism. November-December, 336-344. September-October, 293-300. A Teacher Education Ethics Initiative: A Col- Connecting the Ethics of Teaching and Moral laborative Response to a Professional Need. Education. September-October, 255-263. September-October, 271-280. The Dichotomy Between the Concept of Profes- Teacher Education Students’ Insights From sionalism and the Reality of Sexism in Teach- Intergenerational Literature Circles. Novem- ing. March-April, 118-128. ber-December, 367-378. Journal of Teacher Education, November-December 1997, Vol. 48, No. 5 Teaching as a Gendered Experience. January- Morgan, D. L., March-April, 150-154. (Review of February, 7-18. Punished by Rewards: The Trouble With Gold Teaching for Excellence in K-8 Science Educa- Stars, Incentive Plans, A’s, Praise, and Other tion: Using Project 2061 Benchmarks for Bribes, by A. Kohn) More Effective Science Instruction. May- Rust, F. O., May-June, 233-235. (Review of June, 222-232. Thoughtful Teaching, by C. M. Clark) Themes of a Critical/Feminist Pedagogy: Teacher Slater, J., March-April, 146-149. (Review of The Education for Democracy. January-February, Manufactured Crisis: Myths, Fraud, and the 62-68. Attack on America’s Public Schools, by D. C. Uninformed But Interested: Findings of a Na- Berliner & B. J. Biddle) tional Survey on Gender Equity in Preservice Taylor, W., November-December, 385-392. Teacher Education. January-February, 69-75. (Review of The University and the Teachers: Urban Educators’ Perceptions of Successful France, the United States, England, by H. Teaching. November-December, 379-384. Judge, M. Lemosse, L. Paine, & M. Sedlak) A Virtue-Centered Approach to Ethics Educa- tion. September-October, 264-270. BOOKS REVIEWED What Matters Most for Teacher Educators. May- Banks, J]. A., & McGee Banks, C. A. (Eds.). June, 167-176. (1995). Handbook of Research on Multicultural You Guys Are Overreacting: Teaching Prospec- Education. New York: Macmillan. March- tive Teachers About Subtle Gender Bias. April, 136-145. January-February, 55-61. Berliner, D. C., & Biddle, B. J. (1995). The Manufactured Crisis: Myths, Fraud, and the BOOK REVIEW AUTHORS Attack on America’s Public Schools. Reading, Allen-Brown, V., March-April, 136-145. (Review MA: Addison-Wesley. March-April, 146-149. of Handbook of Research on Multicultural Clark, C. M. (1993). Thoughtful Teaching. New Education, by J. A. Banks & C. A. McGee York: Teachers College Press. May-June, 233- Banks, Eds.) 235. Castenell, L. A., Jr., March-April, 136-145. Hostetler, K. D. (1997). Ethical Judgment in (Review of Handbook of Research on Multicul- Teaching. Boston: Allyn & Bacon. September- tural Education, by J. A. Banks & C. A. October, 311-313. McGee Banks, Eds.) Judge, H., Lemosse, M., Paine, L., & Sedlak, M. Fennimore, B. S., March-April, 136-145. (Review (1994). The University and the Teachers: of Handbook of Research on Multicultural France, the United States, and England. Education, by J. A. Banks & C. A. McGee Oxfordshire, UK: Triangle Books. November- Banks, Eds.) December, 385-392. King, S. H., March-April, 136-145. (Review of Kohn, A. (1993). Punished by Rewards: The Handbook of Research on Multicultural Educa- Trouble With Gold Stars, Incentive Plans, A’s, tion, by J. A. Banks & C. A. McGee Banks, Praise, and Other Bribes. Boston: Houghton Eds.) Mifflin. March-April, 150-154. Lasley, T. J., September-October, 311-313. (Re- view of Ethical Judgment in Teaching, by K. D. Hostetler) Journal of Teacher Education, November-December 1997, Vol. 48, No. 5