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This study investigated selected problem areas in student teaching experienced by teachers of academic and nonacademic subjects. The Student Teacher Problems Inventory (STPI) was administered to 270 secondary education student teachers in the last week of their student teaching experience. The mean scores for each of the problem areas were compared and an analysis of variance revealed significant differences in the scores. Results showed that language arts and social science teachers consistently had more difficulty in certain problem areas than industrial arts and physical education teachers. Mathematics and foreign language teachers sometimes experienced more difficulty than the nonacademic teachers. Specific problem areas were discussed. (The report includes the STPI and two tables of statistical data.) (Author/BRB)

This document reports on a study that assessed the attitude of pre- and post-student teachers toward individualizing instruction. The subjects were 110 secondary school student teachers. The research instrument was the individualized Instruction Inventory, designed to provide a total individualization score and reveal attitudes toward individualizing instruction in four specific areas: a) intra-class grouping; b) variety of materials; c) student autonomy; d) differentiating assignments. The study included the following findings: student teachers were more positive in their attitude toward individualized instruction before student teaching than they were after student teaching; both pre- and post-student teaching females were more positive in their attitudes towards individualized instruction than were pre- and post-student teaching males. The authors suggest that part of the difficulty may be attributed to the cooperating teacher, who may have minimized the importance of individualizing instruction through both his attitude and classroom activity. A more careful selection of cooperating teachers is recommended and special efforts should be made in teacher preparation programs to educate males in the theory, philosophy, methods, and techniques of individualizing instruction. (JA)

Rankings of the importance of five competency areas (classroom instruction, human relations, planning, evaluation, and professionalism) deemed necessary for supervising teachers were obtained from university faculty members, public school placement directors, school principals, and teachers. (Author/NQ)

The purpose of this article is to use the vehicle of a controversial issue--abortion--as a means of illustrating the advantages of teaching such issues through a problem-solving method. Discussion ideas and resources are presented. (Author/JR)

Pre- and post-student teaching scores of student teachers in secondary education were compared in terms of a continuum of humanistic to custodial ideology of pupil control. It was found that student teachers became significantly more custodial after student teaching and that males were more custodial than females both before and after student teaching. (JC)

Two approaches to teaching the same unit of study are described. The author favors the approach that allows for student involvement and student-centered teaching. (Author/DS)

These authors report the results of their investigation of two groups of student teachers involved in individualizing instruction. Significant attitudinal differences were noted between those teaching in inner-city schools and those teaching in suburban schools middle class schools. (Editor)

A unit to be used as a means of assisting students in formalizing their position on the fundamental issues within the energy crisis includes objectives, learning activities, and a resource list. (Author/KM)

Essay explores the role of the teacher in setting a cooperative or competitive tone in the classroom. (Editor)

Large schools reflect the problems of society, while small schools foster peaceful interaction between individuals. (PBS)

To encourage secondary social studies teachers to utilize community resources, the author describes three successful programs involving school community involvement. He also discusses the basic teaching method of field trips, interviews, and guest speakers, used in many school community programs. (Author/RM)

The attitudes of thirty-three secondary school student teachers toward individualizing instruction were assessed by the administration both before and after student teaching of the Individualized Instruction Inventory: these students were part of an experimental program in which each was assigned to an inner-city ghetto school. (Author/JM)

The author compares the relative merits of the lecture and discussion group instructional modes. (HMD)

The authors conducted a study to determine the major area of difficulties as perceived by student teachers in student teaching programs. (Author/RK)

States the need for a comprehensive sex education program at all levels of public schooling and suggests that implementation may be easier now than ever before. (DW)

Suggests that there is plenty of evidence that the needs of youth for realistic sex education are not being met. Urges that professional educators convince the public that this ignorance is dangerous and destructive. (Author)