Lloyd S. Standlee

Too Much "Pedagogy" in Teacher Education?

seeing either the beginning or the ending of the lesson and at least one transition during one’s stay. The capable, well-prepared teacher is eager to have you observe her work. Although strong teachers need less help in their work, they deserve the recognition which you can give them by making regular visits to their rooms. When the staff is composed of a limited number of probationary teachers, the time then becomes available to make observation visits in the classrooms of your permanent staff. They, too, need your advice, your help, and your recognition. If you have taken the time to observe, if you have developed the knowledge to appraise what you see, and if you have the courage to evaluate, you will have kept yourself informed and the professional level of your staff will be raised. Yes, it is true-they must be seen to be appreciated! ’

Snap Courses in Teacher Education?

one would expect the college gradepoint averages (GPA) of teachers to be higher in their professional courses than in their nonprofessional courses. In fact, considering the charge that some of these teachers are or were &dquo;near-failing students&dquo; in academic courses, one might predict that the differences between teachers’ professional and non-professional grades would be considerable.

A Brief Note on Trends in School Learning Research

It has been well agreed, then, that the area of school learning is an important one for educational psychologists. The question remaining is, What have educational psychologists actually done toward establish ing schoolroom learning theory? Cronbach has opinioned that educational psychologists have done little toward establishing such a theoretical approach, applicable t o classroom learning. He states: