What student teaching evaluation instruments tell us about emphases in teacher education programs

Anderson, L. (1989a). Classroom instruction. In M. Reynolds (Ed.) Knowledge base for the beginning teacher. (pp. 101–115). Washington, D.C.: American Association of Colleges for Teacher Education.Google Scholar

Anderson, L. (1989b). Learners and learning. In M. Reynolds (Ed.) Knowledge base for the beginning teacher. (pp. 85–99). Washington, D.C.: American Association of Colleges for Teacher Education.Google Scholar

Andrews, T., & Barnes, S. (1990). Assessment of teaching. In W. Robert Houston (Ed.) Handbook of Research on Teacher Education. (pp. 569–598). New York: Macmillan Publishing Co.Google Scholar

Barnes, D. (1992). The significance of teachers' frames for teaching. In T. Russel and H. Munby (Eds.) Teachers and teaching: From classroom to reflection. (pp. 9–32). London: The Falmer Press.Google Scholar

Barnes, H. (1989). Structuring knowledge for beginning teachers. In M. Reynolds (Ed.) Knowledge base for the beginning teacher. (pp. 13–22). Washington, D.C.: American Association of Colleges for Teacher Education.Google Scholar

Barnes, H.L. (1987). The conceptual basis for thematic teacher education programs. Journal of Teacher Education, 38(4), 13–18.Google Scholar

Calderhead, J. (1989). Reflective teaching and teacher education. Learning & Teacher Education, 5(1) 43–51.Google Scholar

Clark, C., & Peterson, P. (1986). Teachers' thought processes. In M.C. Wittrock (Ed.), Handbook of research on teaching. (3rd ed., pp. 255–296), New York: Macmillan.Google Scholar

Dwyer, C.A., & Villegas, A.M. (1993). Guiding conceptions and assessment principles for Praxis Series: Professional assessments for beginning teachers. Princeton NJ: Educational Testing Service.Google Scholar

Evertson, C. (1989). Classroom organization and management. In M. Reynolds (Ed.) Knowledge base for the beginning teachers. (pp. 59–70). Washington, D.C.: American Association of Colleges for Teacher Education.Google Scholar

Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. Robert Houston (Ed.) Handbook of Research on Teacher Education. (pp. 212–233). New York: Macmillan Publishing Co.Google Scholar

Fuller, F., & Bown, O. (1975). Becoming a teacher. In K. Ryan (Ed.) Teacher eduction. (74th Yearbook of the National Society for the Study of Education, Pt. II), pp. 25–52. Chicago: Univ. of Chicago Press.Google Scholar

Goodlad, J. (1990) Teachers for our nation's schools. San Francisco: Jossey-Bass Publishers.Google Scholar

Griffin, G. (1983). The dilemma of determining essential planning and decision-making skills for beginning teachers. In D. Smith (Ed.) Essential knowledge for beginning educators. Washington, D.C.: American Association of Colleges for Teacher Education.Google Scholar

Grossman, P. (1990). The making of a teacher. New York: Teachers College Press.Google Scholar

Grossman, P. (1991). The selection and organization of content for secondary English: Sources for teachers' knowledge. English Education, 23(1) 39–53.Google Scholar

Grossman, P. (1992). Why models matter: An alternate view on professional growth in teaching. Review of Educational Research, 62(2), 171–179.Google Scholar

Guyton, E., & McIntyre, D. John. (1990). Student teaching and school experiences. In W. Robert Houston (Ed.). Handbook of Research on Teacher Education. (pp. 514–534). New York: Macmillan Publishing Co.Google Scholar

Houtson, W. Robert, (1990). Handbook of Research on Teacher Education: A Project of the Association of Teacher Educators. New York: Macmillan Publishing Co.Google Scholar

Howey, K., & Zimpher, N. (1989). Profiles of preservice teacher education. Albany, N.Y.: SUNY Press.Google Scholar

Hoy, W., & Woolfolk, A. (1990). Socialization of student teachers. American Educational Research Journal, 27(2), 279–300.Google Scholar

INTASC (1993). Draft standards for licensing beginning teachers. Washington, D.C.: Council of Chief State School Officers.Google Scholar

Jackson, P. (1968). Life in classrooms. New York: Holt, Rinehart, and Winston.Google Scholar

Joyce, B., & Weil, M. (1986). Models of teaching, Englewood Cliffs, NJ: Prentice-Hall.Google Scholar

Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129–169.Google Scholar

Koziol, S.M.Jr., & Minnick, J.B. (1995). An analytic framework for student teaching intern performance evaluation instruments. Student Teacher Evaluation Instrument Study Project Report 3. Pittsburgh, PA: University of Pittsburgh School of Education.Google Scholar

Koziol, S.M.Jr., Minnick, J.B., & Sherman, M.A. (1995). Features of performance assessment instruments and procedures in preservice teacher education programs at eleven research universities. Student Teacher Evaluation Instrument Study Project Report 2. Pittsburgh, PA: University of Pittsburgh School of Education.Google Scholar

Koziol, S.M. Jr., et al., (1994). Descriptive institutional profiles of performance evaluation instruments and policies in preservice teacher education programs to selected research universities. Student Teacher Evaluation Instrument Study Project Report 1. Pittsburgh, PA: University of Pittsburgh School of Education.Google Scholar

McDiarmid, W., Ball, D., & Anderson, C. (1989). Why staying one chapter ahead doesn't really work: Subject-specific peadagogy. In M. Reynolds, (Ed.) Knowledge base for the beginning teacher. (pp. 193–206). Washington, D.C.: American Association of Colleges for Teacher Education.Google Scholar

Merwin, J. (1989). Evaluation. In M. Reynolds (Ed.) Knowledge base for the beginning teacher. (pp. 184–192). Washington, D.C.: American Association of Colleges for Teacher Education.Google Scholar

NASDTEC (1994). NASDTEC outcome-based standards and portfolio assessment. Dubuque, Iowa: Kendall/Hunt Publishing Co.Google Scholar

NBPTS. (1991). Toward high and rigorous standards for the teaching profession. (3rd edition). Detroit, MI: National Board for Professional Teaching Standards.Google Scholar

Reynolds, A. (1990). Getting to the core of the apple: A theoretical view of teacher actions and knowledge. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.Google Scholar

Reynolds, A. (1992). What is competent beginning teaching? A review of the literature. Review of Educational Research, 62(1), 1–35.Google Scholar

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.Google Scholar

Smith, D. (1983). Essential knowledge for beginning educators. Washington, D.C.: American Association of Colleges for Teacher Education.Google Scholar

Smith, Mary Lee. (1991). Put to the test: The effects of external testing on teachers. Educational Researcher. 20(3) 8–12.Google Scholar

Tom, A. (1985). Inquiring into inquiry teacher education. Journal of Teacher Education, 36(5), 34–44.Google Scholar

Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.Google Scholar

Zeichner, K. (1983). Alternative paradigms of teacher education. Journal of Teacher Education, 34(3), 3–9.Google Scholar

Zeichner, K. and Gore, J. (1990). Teacher socialization. In W. Robert Houston (ed.) Handbook of Research on Teacher Education. (pp. 329–348). New York: Macmillan Publishing co.Google Scholar

Zumwalt, K. (1989). Beginning professional teachers: The need for a curricular vision of teaching. In M. Reynolds, (Ed.) Knowledge base for the beginning teacher. (pp. 173–184). Washington, D.C.: American Association of Colleges for Teacher Education.Google Scholar