Education & Pedagogy

"Kids in the Middle: The Micro-Politics of Special Education" takes the reader on a fascinating journey through special education in the past, present, and future. On this journey, the micro-politics of special education are seen through the eyes and experiences of children with disabilities, their parents and advocates, adult educators, and school administrators. Supplementing these perspectives to develop an understanding of special education that goes beyond its administrative and political aspects, such as the Individuals with Disabilities Education Act (IDEA), are scholars with expertise in special education law, administration, severe and profound disabilities, ethics, finance, teaching, and disability rights. Together, these voices explain the micro-political issues that affect how children with disabilities are educated. "Kids in the Middle" promotes a new model of special education to help transform special education. Instead of perpetuating a system grounded in the concepts of promises, privilege, and power, this book considers how to build a system based on caring, compassion, and the common good, a system that will elevate the status of special education children who are lost in the middle. Chapters include: (1) Borderline: The Political Divide in Special Education (Marshall Strax); (2) Schooling Tommy in the Past: A Personal Perspective (Thomas E. Strax, Lisa Luciano, and Anna Dunn); (3) Free At Last? Legislation for Children with Disabilities (Allan Osborne and Charles Russo); (4) The Limits of Freedom: Legislation and Litigation in Special Education (Charles Russo and Allan Osborne); (5) The Costs and Benefits of Special Education (Bruce S. Cooper); (6) Kid in the Middle: A Case Study of an Impartial Hearing (Carol Strax and Marshall Strax); (7) Common Confusions with Inclusion (David Connor); (8) Don't Ask, Don't Tell, Don't Pay: Services for Children with Severe and Chronic Disabilities (Arnold Danzig); (9) Schooling Tommy in the Present (Catherine Hall Rikhye); (10) Voices From the Field: Students Speak Out (Carol Strax); (11) Voices From the Field: Parents Speak Out (Carol Strax); (12) Voices From the Field: Education Professionals (Carol Strax); and (13) Schooling Tommy in the Future: The Ideal (Marshall Strax). (Foreword by Nel Noddings.)

Maulana Abul Kalam Azad was one of the foremost leaders of the Indian freedom struggle. He was not a run-of-the-mill politician, but an intellectual and thinker who spent several decades writing and speaking on diverse issues, including education. His commitment to the pluralist ethos of the Indian freedom struggle is reflected in his work and career as the first minister for education, science, and culture in independent India. Several scholars have written on Azad's political contributions and on his theological acumen as an Islamic scholar par excellence. However, few have examined in detail and acknowledged his immense contributions to nation building, particularly in the areas of education and culture. The need to do this is even more significant in the context of Islam today, not only in India but also globally. Maulana Azad's ideas on education are found scattered in his writings, speeches and letters, which run into thousands of pages. He drew inspiration from diverse sources, ranging from religion to philosophy and from history to science. Most of his early engagements with, and thoughts on, education in Al-Hilal (1912-14) and Al-Balagh (1915-16), his two journals, are in Urdu, and deal with his Islamic-centred concerns, touching upon the madrasa system and its obsolete teaching methods and curriculum. Another significant work is Tazkirah (1919), which deals with his family's traditions of learning and education. Azad also makes significant remarks on philosophy and education in his celebrated literary work, Ghubar-i-Khatir (1946), a collection of letters written from the Ahmadnagar Fort prison between 1942 and 1945. He spent almost three decades thinking and writing about education before he was entrusted with the difficult task of building a national education system for independent India in 1947. It will be useful to look at the foundations of the proposed national education system that Azad articulated at various platforms as a minister for education (Speeches of Maulana Azad, 1947-1958). This commentary focuses on some of the key issues raised by Azad in his four addresses between 1947 and 1952, in which he unfolded his plans and also commented critically on the system of inherited education.

This study reveals the importance of distance learning for professional students' training in this innovative activity in regional institute of physical education. The urgency of research is based on the problem of insufficient readiness of physical education teachers and sports coaches in the Republic of Sakha (Yakutia) to implement distance learning. It is also based on the lack of widely used educational programs that are scientifically grounded, well tested in practice and that promote targeted training of physical education teachers to use DL technologies in the course of pandemic. The experiment involved bachelors' and masters' degree students in various specialties from the M.K. Ammosov North-Eastern Federal University (NEFU) and the Churapchinsky State Institute of Physical Education and Sport. All the students were majoring in Pedagogical Education and Physical Education. The leading method of research into the problem is the use of mathematical statistics to monitor the dynamics of the process development of training future physical education teachers and sports coaches to use DL technology. Main findings: The research results show that the use of new types of educational activities in the course of pandemic contributes to the effective contemporary professional training of Physical Education teachers and sports coaches. The practical implications of the research may be found in the analysis of future Physical Education teachers' training to use DL in conditions of remote excess to the educative process of the discipline "Information Technologies in Physical Education and Sports" study. The content of the article will be useful for faculty members of institutions of higher education, institutions of additional education, and physical education teachers. The originality of this study is in providing the facts that the high proficiency and professional capacity of graduates of physical culture institutes, their ability and competence to adjust the accumulated knowledge and skills to new goals and objectives of education, regularly changing conditions of professional activity can be formed and developed through the effective use of DL technologies. adapted to the solution of occupational tasks.

This book presents 20 papers delivered at the Conference on Multicultural Education and Teacher Training held in Amersfoort, The Netherlands, in September 1982. An introduction (not read at the conference) covering ethnic minorities and educational systems in both the United States and the Netherlands is included. The authors and their papers presented follow: (1) W.J. Deetman, "Education Policy and Minorities: A Dutch View"; (2) Elam K. Hertzler, "Education Policy in a Pluralistic Society: An American View"; (3) Jo E. Ellemers, "The Study of Ethnicity: The Need for a Differential Approach"; (4) Nathan Glazer, "Political Significance of Education in a Multicultural Society"; (5) James A. Banks, "Language, Ethnicity, Ideology and Education"; (6) Isaura Santiago Santiago,"Political and Legal Issues in Maintaining the Vernacular in the Curriculum: The U.S. Experience"; (7) James M. Anderson, "Contextual Approach to Multicultural Education"; (8) Pieter Batelaan, "Four Approaches to Multicultural Education"; (9) Charles H. Blatchford, "A Checklist of Variables Affecting L2 Curriculum Design"; (10) Allene Grognet, "Teacher-Child-Parent Interaction"; (11) Irene Steinert and Siel van der Ree, "Second Language Acquisition: Natura Artis Magistra"; (12) Richard L. Warren, "The Application of Ethnographic Research in Multicultural Education"; (13) Willem Koot, "Surinamese Children in the Netherlands: The New Pygmalions?"; (14) R.P. McDermott and Shelley V. Goldman, "Teaching in Multicultural Settings"; (15) Frans Teunissen, "Teacher Education for a Multicultural, Multiethnic Society"; (16) Joyce Gilmour Zuck, "Global Citizenship, Pluralistic Societies, and Teacher Education"; (17) Adrien A. Wolfhagen, "Teacher Training of Minority Students: A Report from the Field"; (18) A. Boelens, "Being a Moluccan Is Prior to Acculturation"; (19) Gwendolyn C. Baker, "Multicultural Education: Implications for Minority Women in the United States"; and (20) Lotty van den Berg-Eldering, "Moroccan and Turkish Women and Girls in the Netherlands: Is Education Interested in Them?" An epilogue and brief biographies of the authors are attached. (KH)

This volume summarizes the reports of the following commissions and study groups on secondary school reform: (1) National Commission on Excellence in Education ("A Nation at Risk: The Imperative for Educational Reform"); (2) Carnegie Foundation for the Advancement of Teaching ("High School: A Report on Secondary Education in America," by Ernest Boyer); (3) John Goodlad's Study of Schooling ("A Place Called School: Prospects for the Future"); (4) Paideia Group ("The Paideia Proposal: An Educational Manifesto," by Mortimer Adler); (5) Twentieth Century Fund Task Force on Federal Elementary and Secondary Education ("Making the Grade"); (6) College Board Educational EQuality Project ("Academic Preparation for College: What Students Need to Know and Be Able to Do"); (7) Education Commission of the States ("Action for Excellence: A Comprehensive Plan to Improve Our Nation's Schools"); (8) National Science Board Commission on Precollege Education in Mathematics, Science and Technology ("Educating Americans for the 21st Century: A Report to the American People and the National Science Board"); (9) A Study of High Schools, sponsored by the National Association of Secondary School Principals and the National Association of Independent Schools ("Horace's Compromise: The Dilemma of the American High School," by Theodore Sizer); (10) The Need for Quality Project, sponsored by the Task Force on Higher Education and the Southern Regional Education Board ("The Need for Quality"); (11) a study by Gerald Grant, at Syracuse University, that grew out of a request by the National Council on Educational Research for a report on what makes a good school ("Education, Character and American Schools: Are Effective Schools Good Enough?"); (12) a project initiated by Stephen Bailey to examine historical and comtemporary values which underlie public education ("An Education of Value," by Marvin Lazerson et al.); (13) Wisconsin Program for the Renewal and Improvement of Secondary Education ("Improvement of Secondary Education through Research: Five Longitudinal Case Studies," by Herbert Klausmeier et al.); (14) Association for Supervision and Curriculum Development ("Redefining General Education for the American High School," by Gordon Cawelti); and (15) the Scarsdale Group ("The Scarsdale Conference on the College-Preparatory High School," by Barbara Fogel). (ML)

The first journal publication of the Midwest History of Education Society contains papers presented at its 1972 annual meeting and three papers on Canadian education. "University Extension in the United States, 1885-1915" (G. M. Woytanowitz) defines the U.S. origins of the university extension as an adult education agency. "She Could Always Teach" (K. H. Kamin) examines the historical impact of this attitude on women, the evolution of the teaching profession, and the social implications for women who did teach. "The Revolutions of 1968: A Neo-Hegelian View" (R. E. Mason) considers whether the Neo-Hegelian perspective developed by Herbert Marcuse can be attributed to the student unrest of 1964-1971 in the United States, France, and Germany. "A Critique of Lawrence Cremin's American Education: The Colonial Experience 1607-1783 and Its Adaptability In History of American Education Courses" (S. S. Cohen) reviews the book's organization and themes and discusses its use as a textbook. "Amos Bronson Alcott: Transcendental Educator" (D. B. Ripley) reviews the teaching innovations and educational philosophy introduced by Alcott in Connecticut Schools. These innovations included the physical design of the classroom, the choice of textbooks and library books, and the introduction of physical education. "Education and Industrial Skills: Changing Conceptions of the Role of Public Schooling, 1865--1900" (B. E. McClellan) discusses the introduction of manual training in the U.S. educational system. The first paper on Canadian education, "John Strachan: A Controversial Figure" (C. H. Gross), is a biographical study of the first Anglican Bishop of Toronto who promoted religious instruction in schools, especially at the university level. "American Influence on Progressive Education in Canada" (R. S. Patterson) discusses how progressive educational reform measures were introduced to Canadian educators. "Education and Multilingualism in Manitoba" (K. Wilson) discusses the effects of the Laurier-Greenway Compromise's bilingual clause and the establishment of the 1967 Public Schools Act. The program and business meeting's minutes are included. (DJC)

Distance higher education for adults, media selection, and country profiles are considered in conference papers. Titles and authors are as follows: "Distance Education, Trends Worldwide" (Lord Perry of Walton); "Adults in Higher Education: Lowering the Barriers by Teaching and Learning at a Distance" (Hans G. Schutze); "Distance Education for Adults: Old and New Barriers for Participation" (Kjell Rubenson); "Distance Education for Adult Students: From Old to New Barriers for Participation?" (Ger van Enckevort); "Distance Education in OECD Member Countries"; "The Open University of the Netherlands"; "Background and Objectives" (Pierre Morin); "Basic Concepts" (Henk de Wolf); "The First Students" (G. van Enckevort); "The Open University of the United Kingdom" (Keith Harry); "The German Distance University: Its Main Features and Functions" (Jorn Bartels, Otto Peters); "The Instituto Portugues de Ensino a Distancia, Portugal" (Armando Rocha Trindade); "The Universidad Nacional de Educacion a Distancia, Spain" (Doina Popa-Lisseanu); "Distance Education in Yugoslavia" (Ana Kranjc); "Towards a Contextual Rationale in Distance Higher Education: The Small Scale Cases of Australia and Sweden" (Urban Dahllof); "Adult Learning and the Consequences for the Selection of Media: The Japanese Approach" (Yoshiya Abe); "Technology-Based Distance Education for Adults in the United States of America" (Marilyn Kressel); "Distance Education, a Critical View from Canada" (Ian Morrison); "The Impact on Higher Education of New Information and Telecommunication Technologies" (Pamela Christoffel); "Selection of Media at the Dutch Open University" (G. van Enckevort, Freek Gastkemper)"; "Development of Computer-Based Learning Materials" (Jef Moonen); and "Computer Communication: A New Tool for Distance Education" (Norman D. Kurland). (SW)

Teachers in the school subject Health and Physical Education (HPE) need to be able both to teach health and to do so in a healthy (equitable) way. The health field has, however, met with difficulties in finding its form within the subject. Research indicates that HPE can be excluding, meaning that it may give more favours to some pupils (bodies) than to others [cf. Webb, L. A., Quennerstedt, M., & Öhman, M. (2008). Healthy bodies: Construction of the body and health in physical education. "Sport, Education and Society", 13(4), 353-372.; Webb, L., & Quennerstedt, M. (2010). Risky bodies: Health surveillance and teachers' embodiment of health. QSE. "International Journal of Qualitative Studies in Education", 23(7), 785-802; Williamson, B. (2015). Algorithmic skin: Health-tracking technologies, personal analytics and the biopedagogies of digitized health and physical education. "Sport, Education and Society", 20(1), 133-151], and thereby being unhealthy for unfavoured pupils. The purpose of this study is therefore to investigate how HPE teacher education students in Sweden interpret health in HPE and discuss possible implications for future education in the school subject. The study involves 81 Bachelor/Master theses, connected to the HPE school subject and examined at six different Swedish universities. All the student theses were examined in 2012. Of the identified theses, 30 can be related more or less directly to health in physical education. These are the ones further scrutinized here. The contents of the selected essays may be categorized on the basis of tests as tools to measure health/ill health/performance, the knowledge required to teach health and also health as part of pedagogy. In sum, the theses display a reproductive approach to the subject, which involves the risk that the subject will subsequently function as disciplining, standardizing and excluding for some pupils, especially for those who do not engage in sports in their leisure time. In order to develop HPE's potential into becoming healthier and more equal, researchers, teacher education and teachers do not primarily need to perceive health from the activity and individual perspectives, but rather from a power relations and equity perspective aiming towards equality.

In this study, general culture and general education courses within the scope of knowledge categories in undergraduate teacher education programs in Turkey and the USA are comparatively analyzed. The study is a comparative education study and uses a descriptive model. In the study, the general culture - general education courses taught in the elementary teacher education curriculum at the education faculties of Gazi, Ankara, Hacettepe, Anadolu and Marmara Universities in Turkey and Central Florida, Delaware, Utah State and Indiana Universities in the USA were examined. In the study, the document review method was used and the data were analyzed through the document analysis technique. The results of the study reveal that the general culture courses that are compulsory in Turkey were determined by The Council of Higher Education (YÖK) and they are applied in all of the undergraduate programs at education faculties. Yet, there are no explanations about what criteria are taken into consideration while determining these nine compulsory general culture courses. While YÖK puts emphasis on a teacher candidate being trained in a sophisticated manner, the results of the study ascertain that these compulsory courses within undergraduate teacher education programs are not diverse enough to serve the intended purposes. On the other hand, some universities suggest some elective general culture courses within knowledge categories; however, some of these are professional teaching knowledge and major courses. The compulsory courses within the category of general education in the USA are determined by the universities themselves whereas this is done centrally by The Council of Higher Education (YÖK) in Turkey, and the compulsory courses of each university vary in terms of content and number. However, the elective courses are grouped under certain themes and these themes are related to certain disciplines. It is compulsory for students to elect certain amounts of courses within each theme. This blocks electing similar courses under the same themes and directs the students to elect different courses.

Purpose: The number of Rohingya refugee children in Bangladesh is more than fifty percent who are out of formal education since the persecution and the mass atrocities which started in 2017 by the Myanmar government in Rakhine. They need education as their rights and means of future livelihoods that can contribute to both the refugee and host society in the future. Thus, perceptions into formal education can help refugee children to reduce inequality in general and build capacity from a socio-economic and moral perspective. Methodology: The article endeavors to document the existing pros and cons of Rohingya refugee children's education in Bangladesh. Therefore, the study offers insights examining the existing framework of education for citizenship and civic education of refugee children as well as the opportunities in the future in terms of quality, quantity, and level of education. In direction to investigate the education process in the context of refugee children the study primarily based on secondary sources of data to grasp the conclusion. Findings: The results indicate that limited initiative has been taken by the host country and other supporting regional and global non-state actors for Rohingya refugee children. However, the number of education centers need to increase immediately as many more children are out of formal education. In addition, it is crucial to start a junior schooling system for teenagers as well as recruit trained and efficient teachers with a structured curriculum. Furthermore, the government of Bangladesh is adamant to open a formal education system, though the international partners are continuously urging for it which is also crucial for education and citizenship education with a well-structured curriculum. The teachers and students need additional support in terms of training and motivation to keep the process ongoing which is found more challenging for both of them while the host country's schooling shutdown since March 2020. Limitations: Findings of this study on refugee children's education in Bangladesh cannot be generalized to another context.

Face-to-face education in many countries was suspended due to the global pandemic of COVID-19 declared by the World Health Organization (WHO) in 2020. The pandemic led to new searches in the academic process, and distance education gained importance in Turkey. However, the Catch-Up Education Program in Primary Schools was not taken into account while it was stated that educational services provided in resource rooms within the scope of inclusive education were to be continued via distance education. Accordingly, it was aimed to examine the views of classroom teachers who had implemented IYEP before on whether IYEP could be performed via distance education and to make an evaluation based on the first-hand experiences of implementers. To that end, the research was conducted with 22 participants in accordance with the ethical principles. Ethics committee approval was obtained for the study with the decision of Agri Ibrahim Cecen University Scientific Research Ethics Committee dated 08.09.2021 and numbered 206. All of the participants are experienced classroom teachers who have experience with IYEP and have performed distance education. The research was performed with the phenomenological design of qualitative research designs. The data were collected with a semi-structured interview form, and the interview questions were finalized after having been reviewed by two academics who are subject-matter experts. The data obtained in the research were subjected to descriptive analysis individually by the researchers and evaluated. It was concluded that IYEP could be continued via distance education when the face-to-face education could not be performed, but there were several concerns about the matter at hand. The participants often mentioned that distance education could not substitute for and be as effective as face-to-face education. Nevertheless, despite certain disadvantages, considering the contributions of IYEP in face-to-face education, it was found that distance education could be utilized so that shortcomings in learning would not accumulate and extend to the next year and that experiencing IYEP via distance education could provide ideas about future practices.

Our nation has demonstrated a steadfast commitment to providing every child with an equal opportunity to an education. Two Federal laws that address the education for children with disabilities are the Elementary and Secondary Education Act of 1965 (ESEA) and the Individuals with Disabilities Education Act (IDEA), signed into law in 1965 and 1975, respectively. Together, the ESEA and the IDEA provide the system and structure to ensure that children with disabilities have access to learning environments that meet their individual needs. The U.S. Department of Education (Department) is issuing this guidance to provide State educational agencies (SEAs), local educational agencies (LEAs), schools, educators, and members of the public with a better understanding of the ESEA and the IDEA requirements and guiding principles to support the implementation of inclusive educational practices for students with disabilities. The IDEA and the ESEA have the same goal of improving academic achievement through high expectations and high-quality education programs. The ESEA works to achieve that goal by focusing on challenging State academic standards and accountability systems that are designed to measure student performance, providing supports for educators and resources for a well-rounded education, and emphasizing evidence-based instruction; and the IDEA complements those efforts by focusing on how to best support students with disabilities, individually and within ESEA-created systems. With this guidance, the Department furthers its mission of promoting student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access for students of all ages. The Department believes that the implementation of inclusive educational practices is critical to meeting this goal. Therefore, this guidance: (1) describes selected requirements in the ESEA and the IDEA that align with inclusive educational practices; and (2) provides guiding principles to support the implementation of inclusive educational practices.

Transitioning from high school to the real world is a difficult issue for students with disabilities. Special education students may get lost not knowing what their future holds. Special education teachers are most times challenged in the process of linking transition plans to academic Individual education plan(IEP) goals. The problem addressed by this qualitative, descriptive case study was special education teachers often experience challenges with incorporating postsecondary transition goals into the IEPs of secondary special education students. The purpose of this qualitative descriptive case study was to explore how special education teachers' perceptions relate to linking IEP academic goals with postsecondary transition goals for high school special education students' achievement in southeastern Georgia. Data were collected from 12 special education teachers through face-to-face interviews and a focus group interview. Data were analyzed through Microsoft Excel by themes and subthemes. This study revealed that teacher perceptions of linking special education transition plans and academic goals can help special education students reach their ultimate academic goals and prepare them for the real world. Teachers' strategies used to link transition goals with academic IEP goals could close the transition gap for special education students to improve their academic goals, graduate from high school and be more prepared for the real world. There are three recommendations for practice for this qualitative case study. The first recommendation is for special education teachers to educate and encourage special education students to choose realistic transition goals from an early grade and not wait until 12th grade. The second recommendation is that teachers should articulate effective teaching practices in the classroom by using differential strategies to meet the needs of all students. The third recommendation is that teachers should consider teacher modeling by modifying lessons for their classes according to the accommodations for each student's IEP within the special education environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Inclusive education improves social skills, cognitive abilities, and quality of life for students with special needs and has significant implications for governments, economies, and the workforce. Implementing inclusive education is a challenging process, however, that requires support from all sectors to provide the necessary skills and training to pre-service teachers. Empirical evaluations of teachers' first-hand perceptions of the content and quality of these training programs are necessary to advance inclusive education practices and pre-service training to ensure special education teachers are prepared for their roles. To address this issue, this dissertation presents an in-depth review of the literature, followed by a qualitative study designed to investigate pre-service teachers' perceptions of their preparation programs for inclusive education. Semi-structured interviews were conducted with five male pre-service special education teachers from Saudi Arabia who teach students with intellectual disabilities in inclusive settings. Thematic analysis revealed four primary themes: "i) a lack of instruction on inclusive education, ii) a dissociation between theory and practice, iii) exposure to inclusive education truly happens during internship, and iv) suggestions for improvement." Overall, the pre-service special education teachers in this study felt relatively un-prepared for their in-class roles in inclusive classroom settings, resulting from an absence of instructional and pre-service observation training specific to inclusive education and best practices. This left pre-service teachers with a misunderstanding of what inclusive education was and how it was implemented. It was not until the internship period that pre-service teachers felt they were adequately exposed to the realities, challenges, and common practices for inclusive education. The implications of this research are discussed in relation to the advancement of policies and programs in the Saudi Arabian education landscape, the Theory of Planned Behavior, as well as inclusive education training and practices in general. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This landmark volume presents the work of the American Educational Research Association's Panel on Research and Teacher Education. It represents a systematic effort to apply a common set of scholarly lenses to a range of important topics in teacher education. The Panel's charge was twofold: (1) to create for the larger educational research community a thorough, rigorous, and even-handed analysis of the empirical research evidence relevant to major policies and practices in preservice teacher education in the U.S.; and (2) to propose a research agenda related to teacher education that builds on what is already known and that identifies the research directions that are most promising for the future. Members of the Panel were appointed from various sectors of the educational research community and with different areas of expertise, including teacher education, policy, assessment, research design and methods, liberal arts, multicultural education, and school reform. Building on their diverse perspectives, they ably translated their charge into a series of questions that became the framework for this volume. The questions illuminate many of the issues that have been most contested in past and current discourse about teacher education reform. This book examines research about the current pool of prospective and entering teachers and about local, institutional, state, and federal preservice teacher education policies and practices. Following a foreword and preface, this book presents the following: (1) Executive Summary: The Report of the AERA Panel on Research and Teacher Education; (2) The AERA Panel on Research and Teacher Education: Context and Goals (M. Cochran-Smith and K. Fries); (3) Researching Teacher Education in Changing Times: Politics and Paradigms (M. Cochran-Smith and K. Fries); (4) Teachers Characteristics: Research on the Demographic Profile (K. Zumwalt and E. Craig); (5) Teachers' Characteristics: Research on the Indicators of Quality (K. Zumwalt and E. Craig); (6) Research on the Effects of Coursework in the Arts and Sciences and in the Foundations of Education (R. Floden and M. Meniketti); (7) Research on Methods Courses and Field Experiences (R. T. Clift and P. Brady); (8) Research on Pedagogical Approaches in Teacher Education (P. Grossman); (9) Research on Preparing Teachers' for Diverse Populations (E. Hollins and M. T. Guzman); (10) Research on Preparing General Education Teachers to Work with Students with Disabilities (M. C. Pugach); (11) Research on Accountability Processes in Teacher Education (S. Wilson and P. Youngs); (12) Teacher Education Programs (K. M. Zeichner and H. G. Conklin); and (13) A Research Agenda for Teacher Education (K. M. Zeichner). The book concludes with: AERA Panel on Research and Teacher Education--Biographies of the Panel Members.