Table Of Content

JOURNAL OF TEACHER EDUCATION VOLUME 50 AUTHOR INDEX Burstein, N., Redesigning Teacher Education as a Shared Responsibility of Schools and Univer- Andrew, M. D., Treating the Congenital Malaise in sities. March-April, 106-118. Teacher Education. November-December, Campbell, J. E, Paradise Unrealized: Teacher 339-345. Educators and the Costs and Benefits of Aarton, A. C., Crafting a Multicultural Science School/University Partnerships. November- Teacher Education: A Case Study. Septem- December, 381-390. ber-October, 303-314. Campbell, N. J., The Holmes Scholar Network: Bellamy, G. T., Choices and Consequences in the A Study of the Holmes Group Initiative for Renewal of Teacher Education. January- Recruitment and Retention of Minority February, 17-26. Faculty. March-April, 85-93. Bergeron, B., Connecting Communities of Canen, A., The Challenges of Conducting an Practice Through Professional Development Ethnographic Case Study of a United King- School Activities. May-June, 182-191. dom Teacher Education Institution. January- Birrell, J. R., Paradise Unrealized: Teacher Educa- February, 50-56. tors and the Costs and Benefits of School/ Clark, B. R., Constraint and Opportunity in University Partnerships. November-December, Teacher Education: Reflections on John 381-390. Goodlad’s Whither Schools of Education? Brabeck, M. M., Between Schylla and Charybdis: November-December, 352-357. Teacher Education’s Odyssey, November- Clark, D. C., Paradise Unrealized: Teacher Educa- December, 346-351. tors and the Costs and Benefits of School/ Brink, B., Connecting Communities of Practice University Partnerships. November-December, Through Professional Development School 381-390. Activities. May-June, 182-191. Clarkson, M. G., Teacher Stories and Teaching Bruning, R. H., Using Teacher Reflective Prac- Wisdom for Teachers: A Selected Bibliogra- tice to Evaluate Professional Development in phy, May-June, 220-230. Mathematics and Science. January-February, Claus, J., You Can’t Avoid the Politics: Lessons for 42-49. Teacher Education From a Case Study of Bullough, R. V., Paradise Unrealized: Teacher Teacher-Initiated Tracking Reform. January- Educators and the Costs and Benefits of February, 5-16. School/University Partnerships. November- Cockrell, K. S., The Holmes Scholar Network: A December, 381-390. Study of the Holmes Group Initiative for Burant, T. J., Finding, Using, and Losing (7?) Recruitment and Retention of Minority Voice: A Preservice Teacher’s Experiences in Faculty. March-April, 85-93. an Urban Educative Practicum. September- Collier, S. T., Characteristics of Reflective October, 209-219. Thought During the Student Teaching Burch, C. B., When Students (Who Are Preser- Experience. May-June, 173-181. vice Teachers) Don’t Want to Engage. May- Diffendal, E., Weaving the Web of Democracy: June, 165-172. Confronting Conflicting Experiences for Teachers and Schools. March-April, 119-130. Journal of Teacher Education, November-December 1999, Vol. 50, No. 5 Ducharme, E. R., Responding to Goodlad: The With Implications for Teacher Education. Primacy of Teacher Education in SCDEs. January-February, 57-67. November-December, 358-362. Imig, D. G., Whither Schools of Education? A Ducharme, M. K., Responding to Goodlad: The Reaction: For All the Wrong Reasons. No- Primacy of Teacher Education in SCDEs. vember-December, 369-372. November-December, 358-362. Kahle, J. B., Science Teaching in the Middle Earle, R. S., Paradise Unrealized: Teacher Educators Grades: Implications for Teacher Education and the Costs and Benefits of School/University and Systemic Reform. September-October, Partnerships. November-December, 381-390. 278-289. Egan, M. W., Paradise Unrealized: Teacher Educa- Kido, J., Weaving the Web of Democracy: Con- tors and the Costs and Benefits of School/ fronting Conflicting Experiences for Teachers University Partnerships. November-December, and Schools. March-April, 119-130. 381-390. King, P., Weaving the Web of Democracy: Con- Erickson, L., Paradise Unrealized: Teacher Educa- fronting Conflicting Experiences for Teachers tors and the Costs and Benefits of School/ and Schools. March-April, 119-130. University Partnerships. November-Decem- Kretchmer, D., Redesigning Teacher Education as ber, 381-390. a Shared Responsibility of Schools and Farnan, N., Connecting Communities of Practice Universities. March-April, 106-118. Through Professional Development School Lagemann, E. C., Whither Schools of Education? Activities. May-June, 182-191. Wither Education Research? November- Ferraro, J. M., Teacher Education Reform: An December, 373-376. ERIC Bibliography. September-October, 315- Langholz, J., Impact of a Collaborative Peer 317. Assistance and Review Model on Entry-Year ° Follo, E. J., Development of Knowledge, Atti- Teachers in a Large Urban School Setting. tudes, and Commitment to Teach Diverse January-February, 27-41. Student Populations. March-April, 94-105. Lenski, S. D., Connecting Communities of Fowlkes, J., Impact of a Collaborative Peer Practice Through Professional Development Assistance and Review Model on Entry-Year School Activities. May-June, 182-191. Teachers in a Large Urban School Setting. Meyer, D. K., Preservice Teachers’ Perceptions of January-February, 27-41. Portfolios: Process Versus Product. March- Goodlad, J. 1., Whither Schools of Education? April, 131-139. November-December, 325-338. Meyerson, M. J., Connecting Communities of Grisham, D. L., Connecting Communities of Practice Through Professional Development Practice Through Professional Development School Activities. May-June, 182-191. School Activities, May-June, 182-191. Middleton, J. N., The Holmes Scholar Network: Gudoski, P., Redesigning Teacher Education as a A Study of the Holmes Group Initiative for Shared Responsibility of Schools and Univer- Recruitment and Retention of Minority sities. March-April, 106-118. Faculty. March-April, 85-93. Guthrie, J. W., Response to John Goodlad’s Miller, P. S., Higher Education Culture—A Fit or Wither Schools of Education? Unless Other Misfit With Reform in Teacher Education? Changes Occur, They Might Well Wither. September-October, 290-302. November-December, 363-368. Mitchell, R. A., The Holmes Scholar Network: A Hansen, L., Paradise Unrealized: Teacher Educa- Study of the Holmes Group Initiative for tors and the Costs and Benefits of School/ Recruitment and Retention of Minority University Partnerships. November-Decem- Faculty. March-April, 85-93. ber, 381-390. Myers, S., Teachers and Family Literacy: Bridging Huntley, M. A., Theoretical and Empirical Theory to Practice. March-April, 140-146. Investigations of Integrated Mathematics and O’Shea, D. J., Collaboration Across Special Science Education in the Middle Grades Education and General Education: Preservice Teachers’ Views. March-April, 147-157. 392 Journal of Teacher Education, November-December 1999, Vol. 50, No. 5 Patton, M. M., Teachers and Family Literacy: Talbert-Johnson, C., Perspectives on Color in Bridging Theory to Practice. March-April, 140- Teacher Education Programs: Prominent 146. Issues. May-June, 209-219. Paxton, S., Impact of a Collaborative Peer Tillman, B., Perspectives on Color in Teacher Assistance and Review Model on Entry-Year Education Programs: Prominent Issues. May- Teachers in a Large Urban School Setting. June, 209-219. January-February, 27-41. Tom, A. R., Reinventing Master’s Degree Study Rainer, J. D., Faculty Living Their Beliefs. May- for Experienced Teachers. September-Octo- June, 192-199. ber, 245-254. Rhodes, L. K., Choices and Consequences in the Tusin, L. E, Preservice Teachers’ Perceptions of Renewal of Teacher Education. January- Portfolios: Process Versus Product. March- February, 17-26. April, 131-139. Ross, D. D., What Does Democracy Mean to Valtman, A., Impact of a Collaborative Peer Prospective Elementary Teachers? September- Assistance and Review Model on Entry- Year October, 255-266. Teachers in a Large Urban School Setting. Roychoudhury, A., Science Teaching in the January-February, 27-41. Middle Grades: Implications for Teacher Varrus, M., Weaving the Web of Democracy: Education and Systemic Reform. September- Confronting Conflicting Experiences for October, 278-289. Teachers And Schools. March-April, 119-130. Sattler, R. O., Collaboration Across Special Walton, S., Weaving the Web of Democracy: Education and General Education: Preservice Confronting Conflicting Experiences for Teachers’ Views. March-April, 147-157. Teachers And Schools. March-April, 119-130. Silva, C., Teachers and Family Literacy: Bridging Wiggins, R. A., Development of Knowledge, Theory to Practice. March-April, 140-146. Attitudes, and Commitment to Teach Diverse Smith, C., Redesigning Teacher Education as a Student Populations. March-April, 94-105. Shared Responsibility of Schools and Univer- Williams, A. L., Collaboration Across Special sities. March-April, 106-118. Education and General Education: Preservice Soder, R., Whither Schools of Education? A Teachers’ Views. March-April, 147-157. Response to John Goodlad. November- Wise, V. L., Using Teacher Reflective Practice to December, 377-380. Evaluate Professional Development in Math- Spiegal, A. N., Using Teacher Reflective Practice ematics and Science. January-February, 42-49. to Evaluate Professional Development in Yaeger, E., What Does Democracy Mean to Mathematics and Science. January-February, Prospective Elementary Teachers? September- 42-49. October, 255-266. Stayton, V. D., Higher Education Culture—A Fit Young, J., Paradise Unrealized: Teacher Educators or Misfit With Reform in Teacher Education? and the Costs and Benefits of School/University September-October, 290-302. Partnerships, November-December, 381-390. Stedman, P., Impact of a Collaborative Peer Assistance and Review Model on Entry- Year TITLE INDEX Teachers in a Large Urban School Setting. Between Scylla and Charybdis: Teacher January-February, 27-41. Education’s Odyssey, November-December, Steffes, L., Impact of a Collaborative Peer Assis- 346-351. tance and Review Model on Entry- Year The Challenges of Conducting an Ethnographic Teachers in a Large Urban School Setting. Case Study of a United Kingdom Teacher January-February, 27-41. Education Institution, January-February, 50- Stroot, S., Impact of a Collaborative Peer Assis- 56. tance and Review Model on Entry-Year Teachers in a Large Urban School Setting. January-February, 27-41. Journal of Teacher Education, November-December 1999, Vol. 50, No. 5 Characteristics of Reflective Thought During the Responding to Goodlad: The Primacy of Teacher Student Teaching Experience, May-June, ' Education in SCDEs. 358-362. 173-181. Response to John Goodlad’s Wither Schools of Choices and Consequences in the Renewal of Education? Unless Other Changes Occur, Teacher Education. January-February, 17-26. They Well Might Wither, November-Decem- Collaboration Across Special Education and ber, 363-368. General Education: Preservice Teachers’ Science Teaching in the Middle Grades: Implica- Views, March-April, 147-157. tions for Teacher Education and Reform, Connecting Communities of Practice Through September-October, 277-289. Professional Development Activities, May- Teacher Education Reform: An ERIC Bibliogra- June, 182-191. phy, September-October, 315-317. Constraint and Opportunity in Teacher Educa- Teacher Stories and Teaching Wisdom for Teach- tion: Reflections on John Goodlad’s Whither ers: A Selected Bibliography, May-June, 220- Schools of Education? November-December, 230. 352-357. Teachers and Family Literacy: Bridging Theory to Crafting a Multicultural Science Teacher Educa- Practice, March-April, 140-146. tion: A Case Study, September-October, 303- Theoretical and Empirical Investigations of 314. Integrated Mathematics and Science Education Development of Knowledge, Attitudes, and in the Middle Grades With Implications for Commitment to Teach Diverse Student Teacher Education, January-February, 57-67. Populations, March-April, 94-105. Treating the Congenital Malaise in Teacher Faculty Living Their Beliefs, May-June, 192-199. Education, November-December, 339-345. Finding, Using, and Losing (?) Voice: A Preser- Using Teacher Reflective Practice to Evaluate vice Teacher’s Experiences in an Urban Professional Development in Mathematics Educative Practicum, May-June, 209-219. and Science, January-February, 42-49. Higher Education Culture—A Fit or Misfit With Weaving the Web of Democracy: Confronting Reform in Teacher Education? September- Conflicting Experiences for Teachers and October, 290-302. Schools, March-April, 119-130. The Holmes Scholar Network: A Study of the What Does Democracy Mean to Prospective Holmes Group Initiative for Recruitment and Elementary Teachers? September-October, Retention of Minority Faculty, March-April, 255-266. 85-93. When Students (Who Are Preservice Teachers) Impact of a Collaborative Peer Assistance and Don’t Want to Engage, May-June, 165-172. Review Model on Entry-Year Teachers in a Whither Schools of Education? November- Large Urban School Setting. January-Febru- December, 325-338. ary, 27-41. Whither Schools of Education? A Reaction: For All Paradise Unrealized: Teacher Educators and the the Wrong Reasons, November-December, Costs and Benefits of School/University 369-372. Partnerships, November-December, 381-390. Whither Schools of Education? A Response to John Perspectives on Color in Teacher Education Pro- Goodlad, November-December, 377-380. grams: Prominent Issues, May-June, 200-208. Whither Schools of Education? Wither Education Preservice Teachers’ Perceptions of Portfolios: Research? November-December, 373-376. Process Versus Product, March-April, 131-139. You Can’t Avoid the Politics: Lessons for Teacher Redesigning Teacher Education as a Shared Education from a Case Study of Teacher- Responsibility of Schools and Universities, Initiated Tracking Reform. January-February, March-April, 106-118. 5-16. Reinventing Master’s Degree Study for Experi- enced Teachers, September-October, 245- 254. 394 Journal of Teacher Education, November-December 1999, Vol. 50, No. 5 BOOK REVIEW AUTHORS BOOKS REVIEWED Gardner, P. S. The Artistic Vision and Spirit of Banner, J. M., Jr., @ Cannon, H. C. The Elements Teaching, May-June, 234-235. (Review of The of Teaching. New Haven, CT: Yale University Elements of Teaching by J. M. Banner, Jr., & H. Press. May-June, 234-235. C. Cannon Brock, B. L., & Grady, M. L. From First-Year to Saenger, E. B. An Answer Book for the Times, First-Rate: Principals Guiding Beginning Teach- January-February, 68-71. (Review of Answer- ers. Thousand Oaks, CA: Corwin Press. May- ing the ‘Virtuecrats’: A Moral Conversation on June, 231-233. Character Education, by R. J. Nash.) Nash, R. J. (1997). Answering the ‘Virtuecrats’: A Urzua, A. The Socialization Process of Beginning Moral Conversation on Character Education. Teachers, May-June, 231-233. (Review of New York: Teachers College Press. January- From First-Year to First-Rate: Principals Guid- February, 68-71. ing Beginning Teachers, by B. L. Brock & M. L. Grady.) Journal of Teacher Education, November-December 1999, Vol. 50, No. 5