Russell M. Agne

The Education Professoriate: A Research Based Perspective

Introduction and Background As professors of education, we have a professional and personal interest in the education professoriate, its educational and social background, training and preparation, workload, and professional contributions. Over the years, we have read various comments, many unfavorable, about faculty in schools, colleges, and departments of education (SCDEs). There is little that describes the complexity of SCDE faculty, their collective and individual professional and personal backgrounds, their roles in higher education. There are occasional studies of faculty in educational admin-

Beyond Marginality: A New Role for Foundations of Education.

An historical case can be made that foundational studies have always been a marginal species in teacher education. With the exception of the foundational glory days of the late nineteenth and the early twentieth centuries when Teachers College, Columbia University, built its reputation on such intellectual luminaries as Edward L. Thorndike, Paul Monroe, and John Dewey, the function and status of foundational studies in professional training have been unsettled. Cohen (1976), in an extensive historical analysis of the social and humanistic foundations of education, has shown how foundational scholars have been their own worst enemies throughout the twentieth century. Aligning themselves with one of two armed camps-as academicians or functionalists-

The Gamesman. The New Corporate Leaders Michael Maccoby. New York: Simon and Schuster, 1976. 285 pp., including appendix.

choose to spend our careers teaching teachers? What type of leadership is especially needed at this time in teacher education as we face dwindling markets, diminishing resources, deteriorating prestige, and desultory practitioner support? Michael Maccoby’s enormously popular book, The Gamesman. The New Corporate Leaders, raises these questions inferentially for teacher education even though it is primarily concerned with examining the personality characteristics of 250 managers from 12 major corporations throughout the United States. Through his study of corporate &dquo;social character&dquo; (the dominant personality traits shared by many people which include qualities of both the &dquo;head and the heart,&dquo; values and moral principles, and cognitive style) and &dquo;psychostructure&dquo; (how the organization selects and molds certain existing personality traits so that there is a more perfect convergence between work and character), Maccoby arrives at four dominant leadership typologies in American business-the craftsman, jungle fighter, company man, and the

8.95:

The United States Office of Education is advancing a program of compulsory career education which has extensive implications for teacher preparation. Sidney P. Marland, Assistant Secretary of Education, has written often concerning the &dquo;refocusing&dquo; of traditional curricula at all levels of public schooling in order to train people for &dquo;marketable and saleable&dquo; skills in 23,000 possible careers (1.). In some ways, there are impor-