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In this report, teacher educators scrutinize the relationships between the standards and assessment movement in education and the United States' increasingly multicultural population. The papers include: "Foreword" (Jacqueline Jordan Irvine); (1) "Diversity and Standards: Defining the Issues" (Norvella P. Carter); (2) "Accountability and Assessment in Teacher Education" (Boyce C. Williams and Jerrie Cobb Scott); (3) "Preservice Teacher Preparation: Challenges of Diversity in NCATE Accreditation" (Gwendolyn Trotter and Cristina Rios); (4) "Examining INTASC Standards through the Lens of Multicultural Education: Meeting the Needs of Underserved Students" (Norvella P. Carter and Patricia J. Larke); (5) "Diverse Practitioners and Diverse Student Populations: Opportunities and Challenges in the Alignment of National Standards" (Deneese L. Jones); (6) "Diversity and NBPTS Certification: Higher Education and State Initiatives" (Nita A. Paris, Gail Sherer, and Yiping Wan); (7) "Compatibility of National Standards for Diversity with P-12 Standards" (Fannye E. Love and Bobbie C. Smothers); (8) "The Role of State Standards: Compounding, Confounding, or Contributing to Diversity?" (Beverly L. Downing and Sylvia A. Mason); and (9) "Making It Work: Conclusions Regarding Diversity as a Unifying Theme in Standards, Assessments, and Accountability" (Mary Hatwood Futrell and Joel Gomez). (Papers contain references.) (SM)

This handbook shares methodologies for guiding teacher preparation and licensing. It provides a rationale for the inclusion of teacher work sample methodology in preparation and licensing programs, describes how student learning is the central concept within teacher work samples, explains how to teach students and teachers about work samples, and supports teacher educators who need to work with their colleagues in reviewing, adapting/adopting, and implementing the methodology. The 17 chapters are: (1) "Connecting Teaching and Learning: An Introduction to Teacher Work Sample Methodology" (H. Del Schalock and David Myton); (2) "Teacher Work Sample Methodology with a Standards Orientation" (H. Del Schalock); (3) "Assessing Teacher Work Samples" (Mark D. Schalock); (4) "Values Offered by Teacher Work Sample Methodology" (Gerald R. Girod, Mary Mangan Reynolds, Helen E. Woods, and H. Del Schalock); (5) "An Overview of Teacher Work Sample Methodology" (Gerald R. Girod); (6) "Concepts and Skills Necessary To Plan a Teacher Work Sample" (Gerald R. Girod); (7) "Adapting Teacher Work Sample Plans and Instruction to Pupils' Needs" (Elizabeth A. Dohrn); (8) "Instructional Strategies in a Teacher Work Sample" (Gerald R. Girod); (9) "Teaching the Necessary Assessment Concepts and Skills for a Teacher Work Sample" (Gerald R. Girod and Robert Ayres); (10) "Summary, Interpretation, and Reflection in a Teacher Work Sample" (Susan Nelson Wood); (11) "Practice and Feedback for Those Preparing a Teacher Work Sample" (Gerald R. Girod); (12) "Successfully Supervising Students Implementing Teacher Work Samples" (E. Michelle Pardew); (13) "Structuring Preparation Programs To Accommodate Teacher Work Sample Methodology" (Meredith M. Brodsky); (14) "Does TWSM Work?" (Gerald R. Girod and Mark D. Schalock); (15) "Teacher Work Sample Methodology in Early Childhood and Elementary Preparation Programs: A Case Study" (David M. A. Wright); (16) "Teacher Work Sample Methodology in Middle Level/High School Preparation: A Case Study" (Robert Ayres and Randall K. Engle); and (17) "Teacher Work Sample Methodology in Special Education Preparation: A Case Study" (Elizabeth A. Dohrn). Appendixes include mini-work samples, guidelines related to work samples, Evaluation Forms for Student Teaching Supervisors, a TWS (Teacher Work Sample) observation form, and a Competencies Checklist. (Contains 69 tables, 62 figures, and 15 boxes. Most papers contain references.) (SM)

This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education. The collection of papers offers teacher educators' thoughts about ways to enhance the usefulness of service-learning in preservice teacher preparation. The book is grouped into five main parts. Part 1 deals with theories, standards, and principles of practice. Part 2 includes several research studies and reviews as well as a suggested framework for further research and development. Part 3 explicates 11 different approaches to implementing service-learning in teacher education in the form of case studies. Part 4 deals with administrative and organizational arrangements as well as issues surrounding the teaching of service-learning, diversity, and assessment. Part 5 presents thoughts for the future from one of service-learning's long-standing adherents and researchers. It also includes an annotated bibliography. Three appendixes include: standards of quality for school-based and community-based service-learning; tools for teaching the pedagogy of service-learning; and contributing authors. (Papers contain references.) (SM)

The papers in this volume outline a vision for teacher education based on the concept of contextual teaching, defined as teaching that enables learning in a variety of in- and out-of-school contexts to solve simulated or real-world problems. They are based on the realization that the construction of knowledge is situated within, and greatly influenced by, physical, social, cultural, and subject matter context. Paper titles and authors are as follows: "Contextual Teaching and Learning: An Overview of the Project" (Susan Jones Sears, Susan B. Hersh); "Introduction to the Commissioned Papers" (Kenneth R. Howey); "The Role of Context in Teacher Learning and Teacher Education" (Hilda Borko, Ralph T. Putnam); "Problem-Based Learning: Learning and Teaching in the Context of Problems" (Jean W. Pierce, Beau Fly Jones); "Community Service Learning: Collaborating with the Community as a Context for Authentic Learning" (Rahima C. Wade); "Preparing Preservice Teacher Education Students to Use Work-based Strategies to Improve Instruction" (Richard L. Lynch, Dorothy Harnish); "Culturally Relevant Pedagogy in Contextual Teaching and Learning" (Lauren Jones Young); "The Role of Self-Regulated Learning in Contextual Teaching: Principles and Practices for Teacher Preparation" (Scott G. Paris, Peter Winograd); "Authentic Assessment of Teaching in Context" (Linda Darling-Hammond, Jon Snyder); and "Afterword" (Kenneth R. Howey). An annotated bibliography contains 40 references. (SK)

This volume of essays responds to What Matters Most: Teaching for America's Future, a 1996 report of the National Commission on Teaching & America's Future (NCTAF). The report says that every child has the right to a caring, competent, and qualified teacher. As a result, politicians and educators strove to implement its recommendations in order to begin building an infrastructure of good teaching. The foreword to this volume (David G. Imig) suggests there is no need for another model program or demonstration project, but rather a systemic response that will enable novices to learn to teach more powerfully than before. The purpose of this volume is to examine efforts of leaders at each level of the educational enterprise as they consider NCTAF report recommendations. Chapter 1,"Creative Solutions for Essential Change: Newark Public Schools," (Beverly L. Hall) discusses change and innovation, highlighting New Jersey's takeover of the Newark public schools. Chapter 2, "Audacious Goal or Deja Vu?" (Karen S. Gallagher) acknowledges the familiarity of NCTAF recommendations but finds five major transformative changes that may be fruitful. Chapter 3, "Give and Take: NCTAF and Indiana's Partnership," (Marilyn M. Scannell) provides a rationale for using the NCTAF report to further one's own ends and discusses how to bring the new system of performance licensing to scale, emphasizing the importance of coalition building and adaptation of national agendas to fit local needs. Chapter 4, "Professional Development at the Center of School Reform," (Dennis Sparks) describes the National Staff Development Council's work to create standards providing a benchmark for accomplished practice that can guide professional development and school improvement. An afterword, "Building Capacity for 'What Matters Most'," (Linda Darling-Hammond) addresses the issues of developing organizational capacity, conducting efforts in a decentralized system, and conflicts arising from competing constitutencies and goals for education. (Contains 37 references.) (SM)

This publication is an outcome of a conference sponsored by Emory University's Center for Urban Learning/Teaching and Urban Research in Education and Schools. The essays included in the volume address how to build schools and educate youth in ways which honor, build on, and involve all students and citizens, and the importance of preparing multicultural democratic teachers. Following a preface by James W. Fraser, the seven essays are: (1) "Critical Knowledge, Skills, and Experiences for the Instruction of Culturally Diverse Students: A Perspective for the Preparation of Preservice Teachers" (Carl A. Grant); (2) "Knowledge, Skills, and Experiences for Teaching Culturally Diverse Learners: A Perspective for Practicing Teachers" (Marilyn Cochran-Smith); (3) "Preparation and Professional Development of Teachers: A Perspective from Two Latinas" (Sonia Nieto and Carmen Rolon); (4) "Teacher Education from an African American Perspective" (Asa G. Hilliard, III); (5) "Caring for the Whole Child: Asian Pacific American Students" (Valerie Ooka Pang); (6) "Preparation and Professional Development of Teachers for Culturally Diverse Schools: Perspectives from the Standards Movement" (Mary Hatwood Futrell and Elaine P. Witty); and (7) "Location, Location, Location: A Synthesis Perspective on the Knowledge Base for Urban Teacher Education" (Jacqueline Jordan Irvine). References are included at the end of each paper. (ND)

Six national education goals to be achieved by the year 2000 were established by the federal government and the nation's governors in 1990. The five essays in this monograph examine some of the changes taking place in society and in schools and colleges that are related to the six goals. The "Introduction" (Marilyn Guy) is followed by "Communities within Community" (Dolores Escobar and Carol C. Mukhopadhyay), which discusses the multiple and integrated cultures that shape the environments of today's students. "Family and School Coalitions: Surmounting Obstacles" (Earline D. Kendall) explores issues connected with changes in family life and parent participation. "Collaborating To Improve Teacher Education: A Dean of Education's Perspective" (Iris M. Tiedt) highlights the need for education faculty to take the initiative in the process of incorporating the perspectives of teachers, business leaders, and community social workers into the total curriculum of preservice teachers. "Teaching and Teacher Education: An Institutional Challenge and Commitment" (Janet S. Gross) discusses teacher education and its redesign from the liberal arts faculty perspective. Finally, "Professional Development Schools and Teacher Education: Policies, Problems, and Possibilities" (Dale L. Lange) provides a historical analysis of the professional development school (PDS) model and relates some of the challenges and opportunities which face school-university partnerships that are attempting to establish PDSs. (IAH)