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Extended teacher preparation programs require students to take longer than the traditional 4 years to complete their baccalaureate degrees and qualify for teacher certification. A review of literature on the subject was undertaken primarily through the use of searches of the Educational Resources Information Center (ERIC) database. Findings of the review are organized under three major headings: (1) arguments supporting adoption of extended programs; (2) impacts on participants and potential participants; and (3) impacts on other constituencies. The first category outlines some arguments that were used as rationale for a change from a traditional 4-year program to an extended teacher education program. The second category summarizes reported effects of extended programs on those who have been enrolled in these programs and on those who might be thinking about enrolling. The third major category summarizes findings related to reported consequences of extended programs for constituencies other than program participants, such as parents and institutions not electing to offer such programs. It is concluded that the literature on extended teacher preparation programs is meager, characterized by design flaws. and lacking in information on impact on learners. Questions are raised for further research. (AMH)

The "Garcia-Armstrong Matrix System" provides specific instructions for evaluating the way textbooks depict ethnic/minority groups. The matrix is formed by evaluating individual sentences for their references to the activity or passivity of the target group and to the status of the target group in relation to other groups named in the same sentence. The evaluators then compare the percentage of sentences categorized in each cell of the matrix to the needs and expectations of those interested in the information. The simplicity of the matrix allows evaluators to examine several textbooks concurrently, even in conjunction with other evaluation procedures. (Appended text sentences and data allow readers to practice using the matrix.) (RL)

The limited impact of educational research on actual classroom practice is considered. It is pointed out that results of research are generally published in "prestige" journals rather than in publications teachers are likely to read. Further, it is stated that research projects are almost always generated by administrators or program directors and that the research is designed to meet their needs rather than the needs of teachers dealing on a day to day basis with children. Teachers frequently see research as lacking relevance. The incentives motivating researchers are examined and found, in the main, to be less than selfless. Suggestions are made for improving the services of the researchers and in so doing, improving the quality of research itself. (JD)

An induction system for beginning teachers should provide continued support in the instructional area and also induct the newcomer into the general operational and social milieu of the individual school. The following areas of concern in the process of teacher orientation are discussed: (1) What information is provided regarding the decision making processes in the school, what opportunities are provided to involve them quickly into these processes, and what kind of system is there to provide new teachers with information in this category? (2) What specific procedures are in place to provide information and counseling to beginning teachers about conflicting roles they have as teachers? (3) Is there a system of planning and organized support for the new teacher provided by the principal or another mentor, and to what extent are there systematic attempts to familiarize new teachers with the community? (4) What procedures are there to inform new teachers of the general orientation of the school toward expected outcomes of instruction and teacher accountability? and (5) Is every effort made to assure that beginning teachers are assigned to teach courses where there is a legitimate chance for them to succeed? (JD)