Table Of Content

Journal of Teacher Education Index, Volume 54 Number 1 January/February 2003 (pp. 1-92) Number 2 March/April 2003 (pp. 93-184) Number 3 May/June 2003 (pp. 185-272) Number 4 September/October 2003 (pp. 273-368) Number 5 November/December 2003 (pp. 369-464) Authors DEXTER, SARA, and ERIC RIEDEL, “Why Improving Preservice Teacher Educational Technology Prepara- ARENDS, RICHARD L, see Castle, S. tion Must Go Beyond the College’s Walls,” 334. ARENS, SHEILA A., see Delandshere, G. DINKELMAN, TODD, “Self-Study in Teacher Education: AU, KATHRYN H., and KAREN M. BLAKE, “Cultural A Means and Ends Tool for Promoting Reflective Teach- Identity and Learning to Teach in a Diverse Commu- ing,” 6. nity: Findings From a Collective Case Study,” 192. EICK, CHARLESJ .,F RANK N. WARE, and PENELOPE G. BABINSKIL, LESLIE M., see DeWert, M. H. WILLIAMS, “Coteaching in a Science Methods Course: BEBELL, DAMIAN, see Russell, M. ASituated Learning Model of Becoming a Teacher,” 74. BLAKE, KAREN M., see Au, K. H. FAITHFULL, BAYARD, see Crocco, M. S. BYRNES, DEBORAH A., GARY KIGER, and ZIPORA FREEDMAN, DEBRA, see Goldstein, L. S. SHECHTMAN, “Evaluating the Use of Group Inter- GINSBERG, RICK, and LYNN K. RHODES, “University views to Select Students Into Teacher-Education Pro- Faculty in Partner Schools,” 150. grams,” 163. GOLDSTEIN, LISA S., and DEBRA FREEDMAN, “Chal- CASTLE, SHARON, and RICHARD I. ARENDS, “Faculty lenges Enacting Caring Teacher Education,” 441. Supply and Demand in Education,” 112. COCHRAN-SMITH, MARILYN, “Assessing Assessment HAMMERNESS, KAREN, “Learning to Hope, or Hoping to Learn? The Role of Vision in the Early Professional in Teacher Education” [Editorial], 187. COCHRAN-SMITH, MARILYN, “Sometimes It’s Not Lives of Teachers,” 43. About the Money: Teaching and Heart” [Editorial], 371. JONES, BRETT D., see DeWert, M. H. KIGER, GARY, see Byrnes, D. A. COCHRAN-SMITH, MARILYN, “Teacher Education’s Bermuda Triangle: Dichotomy, Mythology, and Amne- KLUTH, PAULA, and DIANA STRAUT, “Do As We Say sia” [Editorial], 275. and As We Do: Teaching and Modeling Collaborative COCHRAN-SMITH, MARILYN, “Teaching Quality Mat- Practice in the University Classroom,” 228. ters” [Editorial], 95. KUNZMAN, ROBERT, “From Teacher to Student: The Value of Teacher Education for Experienced Teachers,” COCHRAN-SMITH, MARILYN, “The Umorgiving Com- plexity of Teaching: Avoiding Simplicity in the Age of 241. Accountability” [Editorial], 3. LEVIN, BARBARA B., and TRACY C. ROCK, “The Effects COLEMAN, CHRISTY L., see Memory, D. M. of Collaborative Action Research on Preservice and COOPER, PATRICIA M., “Effective White Teachers of Experienced Teacher Partners in Professional Develop- Black Children: Teaching Within a Community,” 413. ment Schools,” 135. LYMAN, FRANK, see Raths J. CRAIG, CHERYL J., “School Portfolio Development: A Teacher Knowledge Approach,” 122. MEMORY, DAVID M., CHRISTY L. COLEMAN, and CROCCO, MARGARET S., BAYARD FAITHFULL, and SHARRON D. WATKINS, “Possible Tradeoffs in Rais- SHERRY SCHWARTZ, “Inquiring Minds Want to ing Basic Skills Cutoff Scores for Teacher Licensure: A Know: Action Research at a New York City Professional Study With Implications for Participation of African Development School,” 19. Americans in Teaching,” 217. DELANDSHERE, GINETTE, and SHEILA A. ARENS, MILNER, H. RICHARD, “High-Achieving African Ameri- “Examining the Quality of the Evidence in Preservice can Students and Teacher Education: A Review of A Teacher Portfolios,” 57. Hope in the Unseen, by Ron Suskind” [Book Review], DEWERT, MARJORIE HELSEL, LESLIE M. BABINSKI, 173. and BRETT D. JONES, “Safe Passages: Providing MOORE, RITA, “Reexamining the Field Experiences of Online Support to Beginning Teachers,” 311. Preservice Teachers,” 31. Journal of Teacher Education, Vol. 54, No. 5, November/ December 2003 455-457 © 2003 by the American Association of Colleges for Teacher Education MUELLER, ANDREA, and KEITH SKAMP, “Teacher Can- “Do As We Say and As We Do: Teaching and Modeling Col- didates Talk: Listen to the Unsteady Beat of Learning to laborative Practice in the University Classroom,” Kluth Teach,” 428. and Straut, 228. NIETO, SONIA, “Challenging Current Notions of ‘Highly “Effective White Teachers of Black Children: Teaching Qualified Teachers’ Through Work in a Teachers’ Within a Community,” Cooper, 413. Inquiry Group,” 386. “The Effects of Collaborative Action Research on O’CONNOR, KATHLEEN, see Russell, M. Preservice and Experienced Teacher Partners in Profes- O’DWYER, LAURA, see Russell, M. sional Development Schools,” Levin and Rock, 135. PALMER, PARKER J., “Teaching With Heart and Soul: “Emotional Scaffolding: An Exploration of the Teacher Reflections on Spirituality in Teacher Education,” 376. Knowledge at the Intersection of Student Emotion and QUARTZ, KAREN HUNTER, and the TEP RESEARCH the Subject Matter,” Rosiek, 399. GROUP, “’Too Angry to Leave’: Supporting New “Evaluating the Use of Group Interviews to Select Stu- Teachers’ Commitment to Transform Urban Schools,” dents Into Teacher-Education Programs,” Byrnes et al., 99. 163. RATHS, JAMES, and FRANK LYMAN, “Summative “Examining Teacher Technology Use: Implications for Evaluation of Student Teachers: An Enduring Problem,” 206. Preservice and Inservice Teacher Preparation,” Russell RHODES, LYNN K., see Ginsberg, R. et al., 297. RIEDEL, ERIC, see Dexter, S. “Examining the Quality of the Evidence in Preservice ROBERTSON, HEATHER-JANE, “Toward a Theory of Teacher Portfolios,” Delandshere and Arens, 57. Negativity: Teacher Education and Information and “Faculty Supply and Demand in Education,” Castle and Communications Technology,” 280. Arends, 112. ROCK, TRACY C., see Levin, B. B. “From Teacher to Student: The Value of Teacher Education ROSIEK, JERRY, “Emotional Scaffolding: An Exploration for Experienced Teachers,” Kunzman, 241. of the Teacher Knowledge at the Intersection of Student “Inquiring Minds Want to Know: Action Research at a Emotion and the Subject Matter,” 399. New York City Professional Development School,” RUSSELL, MICHAEL, DAMIAN BEBELL, LAURA Crocco et al., 19. O’DWYER, and KATHLEEN O’CONNOR, “Examin- “Learning to Hope, or Hoping to Learn? The Role of Vision ing Teacher Technology Use: Implications for in the Early Professional Lives of Teachers,” Preservice and Inservice Teacher Preparation,” 297. SCHWARTZ, SHERRY, see Crocco, M. S. Hammerness, 43. “Possible Tradeoffs in Raising Basic Skills Cutoff Scores for SHECHTMAN, ZIPORA, see Byrnes, D. A. Teacher Licensure: A Study With Implications for Par- SKAMP, KEITH, see Mueller, A. ticipation of African Americans in Teaching,” Memory STRAUT, DIANA, see Kluth, P. et al., 217. TEP RESEARCH GROUP, see Quartz, K. H. “Promoting School-Centered Professional Development WARE, FRANK N., see Eick, C. J. Through Teaching Portfolios: A Case Study,” Xu, 347. WATKINS, SHARRON D., see Memory, D. M. “Reexamining the Field Experiences of Preservice Teach- WEEMS, LISA, “Representations of Substitute Teachers ers,” Moore, 31. and the Paradoxes of Professionalism,” 254. WHIPP, JOAN L., “Scaffolding Critical Reflection in “Representations of Substitute Teachers and the Paradoxes Online Discussions: Helping Prospective Teachers of Professionalism,” Weems, 254. Think Deeply About Field Experiences in Urban “Safe Passages: Providing Online Support to Beginning Schools,” 321. Teachers,” DeWert et al., 311. WILLIAMS, PENELOPE G., see Eick, C. J. “Scaffolding Critical Reflection in Online Discussions: XU, JIANZHONG, “Promoting School-Centered Profes- Helping Prospective Teachers Think Deeply About sional Development Through Teaching Portfolios: A Field Experiences in Urban Schools,” Whipp, 321. Case Study,” 347. “School Portfolio Development: A Teacher Knowledge Approach,” Craig, 122. Articles “Self-Study in Teacher Education: A Means and Ends Tool “Challenges Enacting Caring Teacher Education,” for Promoting Reflective Teaching,” Dinkelman, 6. Goldstein and Freedman, 441. “Summative Evaluation of Student Teachers: An Enduring “Challenging Current Notions of ‘Highly Qualified Teach- Problem,” Raths and Lyman, 206. ers’ Through Work in a Teachers’ Inquiry Group,” “Teacher Candidates Talk: Listen to the Unsteady Beat of Nieto, 386. Learning to Teach,” Mueller and Skamp, 428. “Coteaching in a Science Methods Course: A Situated “Teaching With Heart and Soul: Reflections on Spirituality Learning Model of Becoming a Teacher,” Eick et al.,74. in Teacher Education,” Palmer, 376. “Cultural Identity and Learning to Teach in a Diverse “’Too Angry to Leave’: Supporting New Teachers’ Com- Community: Findings From a Collective Case Study,” mitment to Transform Urban Schools,” Quartz and the Au and Blake, 192. TEP Research Group, 99. Journal of Teacher Education / Vol. 54, No. 5, November/December 2003 “Toward a Theory of Negativity: Teacher Education and Editorials Information and Communications Technology,” Rob- “Assessing Assessment in Teacher Education,” Cochran- ertson, 280. “University Faculty in Partner Schools,” Ginsberg and Smith, 187. Rhodes, 150. “Sometimes It’s Not About the Money: Teaching and “Why Improving Preservice Teacher Educational Technol- Heart,” Cochran-Smith, 371. ogy Preparation Must Go Beyond the College’s Walls,” “Teacher Education’s Bermuda Triangle: Dichotomy, Mythology, and Amnesia,” Cochran-Smith, 275. Dexter and Riedel, 334. “Teaching Quality Matters,” Cochran-Smith, 95. Book Review “The Unforgiving Complexity of Teaching: Avoiding Sim- plicity in the Age of Accountability,” Cochran-Smith, 3. “High-Achieving African American Students and Teacher Education: A Review of A Hope in the Unseen, by Ron Suskind,” Milner, 173. Journal of Teacher Education / Vol. 54, No. 5, November/December 2003