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This study investigated whether training cooperating teachers using a Praxis III/Pathwise model to frame discussions on teaching and learning would enhance development of pedagogical skills, examining the effects of mentor training on student teachers' demonstration of 19 target criteria. Student teachers were randomly assigned to field experiences either in an experimental group that used Praxis III/Pathwise training for cooperating teachers or to a control group that employed a traditional supervision approach only for cooperating teachers. Student teachers received orientation to the Praxis III/Pathwise framework. All participants provided pre-assessment data during week 1 of student teaching via a videotaped lesson using Praxis III/Pathwise support tools. Student teachers met with cooperating teachers periodically for discussions on teaching and learning. Data were gathered at midpoint and at the end of student teaching. Cooperating teachers trained in the general principles and practices of mentoring and supervision with Praxis III/Pathwise to guide interactions have more positive impact on student teacher development than those with no training. There were areas within the framework where mentoring alone was not the factor primarily responsible for differences. (Contains 37 references, 5 tables, and 1 figure.) (SM)

The electronic structure of Me[N(CN)$_2$]$_2$ (Me=Mn, Fe, Co, Ni, Cu) molecular magnets has been investigated using x-ray emission spectroscopy (XES) and x-ray photoelectron spectroscopy (XPS) as well as theoretical density-functional-based methods. Both theory and experiments show that the top of the valence band is dominated by Me 3d bands, while a strong hybridization between C 2p and N 2p states determines the valence band electronic structure away from the top. The 2p contributions from non-equivalent nitrogen sites have been identified using resonant inelastic x-ray scattering spectroscopy with the excitation energy tuned near the N 1s threshold. The binding energy of the Me 3d bands and the hybridization between N 2p and Me 3d states both increase in going across the row from Me = Mn to Me = Cu. Localization of the Cu 3d states also leads to weak screening of Cu 2p and 3s states, which accounts for shifts in the core 2p and 3s spectra of the transition metal atoms. Calculations indicate that the ground-state magnetic ordering, which varies across the series is largely dependent on the occupation of the metal 3d shell and that structural differences in the superexchange pathways for different compounds play a secondary role., Comment: 20 pages, 11 figures, 2 tables

The atomic pair distribution function (PDF) technique is employed to probe the atomic local structural responses in naturally double layered manganites \lsmo in the doping range $0.54 \leq x \leq 0.80$. Our low temperature neutron powder diffraction measurements suggest the coexistence of two different Jahn-Teller (JT) distorted MnO$_6$ octahedra when its ordered magnetic structure crosses over from type A ($0.54 \leq x \leq 0.66$) to type C/C$^*$ ($0.74 \leq x \leq 0.90$) ordering. At all doping levels at low temperature the doped holes reside predominantly in the plane of the bilayer. In the type A magnetic ordering regime, the e$_g$ electrons appear to be significantly delocalized in the plane resulting in undistorted octahedra, while in type C/C$^*$ regime, elongated JT distorted octahedra are apparent. This is consistent with the presence of inhomogeneous coexisting delocalized and localized electronic states. No evidence of macroscopic phase separation has been observed. Such nanoscale inhomogeneities may explain the magnetically frustrated behavior observed in the spin disordered ``gap'' region ($0.66 \leq x \leq 0.74$)., Comment: 7 pages, 8 figures

Field experience has long been considered a valuable component to the professional development of prospective teachers. This paper describes a program to determine whether consistent training and support of the participants in supervised field experiences would impact the overall achievement of prospective teachers and increase each participant's satisfaction with the experience. The program was implemented at 2 universities over a 2-year period, with approximately 30 elementary and secondary student teachers and their cooperating teachers, and 5 university supervisors. Training topics address three main areas: goals and expectations of the teacher education program, roles and responsibilities of each participant, and critical aspects of supervision (conferences, observation strategies, and feedback). Cooperating teachers and university supervisors conducted weekly "formal" observations of their assigned preservice teachers, and student teachers conducted peer observations. Study results indicated increased involvement among all participants: university supervisors made more frequent contacts with cooperating teachers, addressing issues and problems as well as discussing the progress of student teachers; cooperating teachers felt less isolated; and student teachers experienced less anxiety in observations. The outcomes of the supervision process--the feedback--seemed to be enhanced. Findings of the study suggested that it is possible to prepare field-based participants for an experience that encourages taking supervised instructional risks, communicates realistic expectations, and provides developmentally appropriate feedback. (Contains 36 references.) (ND)

Teachers who had received a specialized preparation for middle level teaching were studied to determine the effectiveness of such a preparation program and to help form a knowledge base from which teacher education institutions could document, design, and implement middle level preparation programs. The paper reviews the literature investigating the development of middle schools, and then describes a program for middle level teacher preparation at a large Midwestern state university, involving 25 undergraduate elementary education students. Special features of the program included: (1) study of the nature and needs of early adolescence; (2) study of the principles and practices of effective middle level education as well as curriculum and instruction; (3) methods courses taught by instructors familiar with teaching at the middle level; (4) academic concentrations in at least two areas; (5) field experience for special methods at both urban and suburban middle level schools as well as student teaching; and (6) specific attention to interaction and communication within the program. The study results indicated the effectiveness of a specialized middle level teacher preparation program and the ability of college and universities to establish such programs even with existing elementary or secondary education programs. Further, the large majority of participants securing jobs in middle schools indicate that there is a need and desire for teachers prepared especially to meet the unique requirements of middle level education. Finally, the results revealed an overwhelming satisfaction among participants with their specialized program; they felt well prepared and able to handle the stress and frustrations in the first year of teaching. (Contains 34 references.) (ND)

This study examines the effect and effectiveness of the "bug-in-the-ear" (BIE) intervention strategy used with early field placement teacher education students to see whether meaningful feedback early in training would significantly help with developing teaching competencies. The BIE strategy involves a one-way communication device to prompt or cue teacher education field placement students on specific teaching behaviors during the teaching process. This investigation used the BIE device with 25 elementary education field experience students and their cooperating teachers. The students received audio-cuing via the BIE device from either their cooperating teacher or their university supervisor at least once each week during a teaching episode. The target skills to be cued were eight discrete teacher clarity behaviors. Descriptive data were gathered from several sources including two previously utilized self-reporting instruments, audiotapes of pre- and post-conferences, reaction journals submitted by the field placement students, and video-taped lessons. The results confirmed that student teachers could attend to two different verbal stimuli simultaneously; cooperating teachers liked using the device; student teachers did respond to the cued behaviors; cues attended to various aspects of pedagogy, classroom management, and content; and BIE gave student teachers a sense of confidence. Limitations included the equipment itself, personal reluctance of some individuals, and the structure of the early field experiences. (Contains one figure and eight references.) (JB)

Effective supervision of student teachers has become a growing concern for teacher educators due to the increased emphasis placed on field experience in teacher preparation programs. Lacking an effective means of providing intervention, feedback, and reinforcement during the process, supervisors, both cooperating teachers and university based supervisors, have relied on the delayed and frequently awkward retrospective approach of post-observation conferencing. Therefore, an investigation was initiated to address the need to develop a more systematic method of offering corrective and constructive feedback during the supervision of student teachers. The study investigated the use of a mechanical device, the bug-in-the-ear (BIE) device, with 22 elementary education student teachers and their cooperating teachers. The BIE is a small, wireless one-way communication instrument, similar to that used in broadcast journalism, which allows the supervisor to communicate privately with the trainee. The supervisor is able to view the situation and simultaneously direct the trainee to attend to specific behaviors using short concise cues or prompts. The results of the study suggested that cooperating teachers and their student teachers enjoyed using the BIE, that the BIE was considered an effective and appropriate means of communicating with the student teacher during the teaching process, and that student teachers could attend to the two sets of verbal stimuli simultaneously. The student teachers also pointed out some technical difficulties, such as unwanted noise, that need to be worked out. (Contains 23 references.) (ND)

Describes opportunities, challenges, and cautions in response to the evidence-based intervention (EBI) movement in school psychology. Posits that the EBI Task Force in School Psychology presents the field with an unparalleled opportunity to influence school psychology training and practice and caution the field to consider carefully the unique context presented by the schools when evaluating intervention effectiveness. (Contains 21 references.) (GCP)

An action research project was conducted to measure any difference in spelling achievement after Word Study activities were used during spelling instruction. Word Study approaches to spelling instruction offer hands-on experiences with the manipulation of letters to form words. It was hypothesized that students taught spelling skills with a Word Study approach would demonstrate greater achievement as measured by the Developmental Spelling Analysis (K. Ganske, 1999) than those taught using a basal-based approach. In this quasi-experimental study, the research used a nonindependent "t" test design with matched pairs. The convenience sample consisted of 12 students in a Developmentally Handicapped classroom in a large urban school district in Ohio. The students were tested before Word Study activities were incorporated into spelling instruction. Students were grouped into developmental spelling groups based on their scores from the Developmental Spelling Analysis and then engaged in Word Study activities. AT the end of 4 weeks, the students were posttested using the same instrument. The scores were matched and correlated to measure any increase in spelling achievement. Significant differences were found in sores before and after treatment. The non-independent "t" test scores showed t(1)=2.602p>0.05. This outcome suggests that the use of Word Study activities increases spelling achievement. (Contains 23 references.) (Author/SLD)

Whether some word linguistic properties studied in English have the same influence on phonological awareness of preschoolers and kindergartners in the Spanish language was studied with 32 Spanish-speaking children. While some effects were similar, others differed. Implications for training for phonological awareness in Spanish are discussed. (SLD)

Researchers investigated the use of a one-way mechanical third ear communication device that allows prompting by the student teachers' supervisors during teaching. Results showed that some student teachers can and do effect immediate change in teaching behavior during the teaching process while receiving prompts via the device. (SM)

Adipocyte lipid-binding protein (ALBP or aP2) is an intracellular fatty acid-binding protein that is found in adipocytes and macrophages and binds a large variety of intracellular lipids with high affinity. Although intracellular lipids are frequently charged, biochemical studies of lipid-binding proteins and their interactions often focus most heavily on the hydrophobic aspects of these proteins and their interactions. In this study, we have characterized the effects of KCl on the stability and lipid binding properties of ALBP. We find that added salt dramatically stabilizes ALBP, increasing its Delta G of unfolding by 3-5 kcal/mol. At 37 degrees C salt can more than double the stability of the protein. At the same time, salt inhibits the binding of the fluorescent lipid 1-anilinonaphthalene-8-sulfonate (ANS) to the protein and induces direct displacement of the lipid from the protein. Thermodynamic linkage analysis of the salt inhibition of ANS binding shows a nearly 1:1 reciprocal linkage: i.e. one ion is released from ALBP when ANS binds, and vice versa. Kinetic experiments show that salt reduces the rate of association between ANS and ALBP while simultaneously increasing the dissociation rate of ANS from the protein. We depict and discuss the thermodynamic linkages among stability, lipid binding, and salt effects for ALBP, including the use of these linkages to calculate the affinity of ANS for the denatured state of ALBP and its dependence on salt concentration. We also discuss the potential molecular origins and potential intracellular consequences of the demonstrated salt linkages to stability and lipid binding in ALBP.

In summation of the three surveys which comprised the total Adult Needs Assessment, four basic generalities describe the adult learning situation in Colorado. (1) The people recognize and appreciate adult learning as a necessary and desirable means toward improving their lives. Their view toward education is serious and mature. (2) The public agencies are making an aggressive effort to serve their consituencies but are frustrated by an inability to meet their own existing objectives. There is an urgent need for steady funding to enable the attainment of those objectives and to permit operational efficiencies through reduction of inter-agency referral traffic. (3) The employer community recognized a need for adult programs in their localities and while it is reluctant to provide monetary support to fulfill those needs, it would consider providing ancillary support to the right kind of programs. Employers in general recognize and acknowledge the benefit to themselves accruing from employee participation in adult programs. (4) Opinions of past learning programs are positive both in terms of attitudes toward those experiences and in an expressed desire for future participation. Adult Education Programs have enabled people to achieve diplomas and continue to improve themselves by participating in other more advanced programs. Clearly these activities must be continued. (RC)

Three different surveys were collected to gather data about adult occupational, educational, and related needs; agency services available to adults; and the businessman's requirements and perceptions about adult needs. The thrust was to gather data to help identify educational needs and attitudes of adults, age sixteen and older, not enrolled in a formal educational program. Data collection took place from August to October, 1974, for the Citizen's survey and from October to December, 1974, for the Employer and the Agencies mail-out surveys. Data was gathered across the thirteen Planning and Management District Areas. The Citizen's survey resulted in 5,337 usable personal interviews. Equal number of households were assigned to each Planning and Management district with a balanced representation from both rural and urban areas. The Employer's survey included employers with as few as four employees as well as those employing 500 people or more. The return rate for this survey was 33 percent out of 1,500 employers in the agencies that provide all types of services to adults, i.e., health, legal, and employment services; two and four year colleges; etc, with a response rate of 39.6 percent out of 978 agencies identified. This full technical report describes the surveys in detail as well as methodology and results. (RC)