Table Of ContentJOURNAL OF TEACHER EDUCATION
VOLUME 48
AUTHOR INDEX Professional Need. September-October, 271-
280.
Andrew, M. D., What Matters Most for Teacher
Dwyer, M., Adapting Teacher Preparation
Educators. May-June, 167-176.
Courses to Support High School Reform.
Bailey, B. L., It’s Not My Style: Using Disclaimers
November-December, 358-366.
to Ignore Gender Issues in Science. January-
Edwards, B., Teacher Education Students’ In-
February, 29-36.
sights From Intergenerational Literature
Beyer, L. E., The Moral Contours of Teacher
Circles. November-December, 367-378.
Education. September-October, 245-254.
Engvall, R., The Dichotomy Between the Concept
Bologna, T. M., A Teacher Education Ethics
of Professionalism and the Reality of Sexism in
Initiative: A Collaborative Response to a
Teaching. March-April, 118-128.
Professional Need. September-October, 271-
Erbaugh, S., Urban Educators’ Perceptions of
280.
Successful Teaching. November-December,
Borko, H., Student Teaching Portfolios: A Tool
379-384.
for Promoting Reflective Practice. November-
Finke, J., Teacher Education Students’ Insights
December, 345-357.
From Intergenerational Literature Circles.
Bullough, R. V., Jr., Long-Term PDS Develop-
November-December, 367-378.
ment in Research Universities and the
Fish, D. R., Against-the-Grain Teacher Educa-
Clinicalization of Teacher Education. March-
tion: A Study of Coursework, Field Experi-
April, 85-95.
ence, and Perspectives. March-April, 96-107.
Campbell, E., Connecting the Ethics of Teaching
Freeman, N. K., A Teacher Education Ethics
and Moral Education. September-October,
Initiative: A Collaborative Response to a
255-263.
Professional Need. September-October, 271-
Campbell, P. B., Uninformed But Interested:
280.
Findings of a National Survey on Gender
Fueyo, V., Teacher as Researcher: A Synonym for
Equity in Preservice Teacher Education.
Professionalism. November-December, 336-344.
January-February, 69-75.
Glesne, C., Adapting Teacher Preparation
Clarke, J., Adapting Teacher Preparation Courses
Courses to Support High School Reform.
to Support High School Reform. November-
November-December, 358-366.
December, 358-366.
Goodman, J., Against-the-Grain Teacher Educa-
Crow, N., Long-Term PDS Development in
tion: A Study of Coursework, Field Experi-
Research Universities and the Clinicalization
ence, and Perspectives. March-April, 96-107.
of Teacher Education. March-April, 85-95.
Griffin, G., Teaching as a Gendered Experience.
DeCourse, C.J.B., In a Complex Voice: The
January-February, 7-18.
Contradictions of Male Elementary Teachers’
Gullatt, D. E., Educational Law: A Requisite
Career Choice and Professional Identity.
Course for Preservice and Inservice Teacher
January-February, 37-46.
Education Programs. March-April, 129-135.
Dorsey, A. G., A Teacher Education Ethics
Hamberger, N. M., From Personal to Professional
Initiative: A Collaborative Response to a
Values: Conversations About Conflicts.
September-October, 301-310.
Journal of Teacher Education, November-December 1997, Vol. 48, No. 5
Hammrich, P. L., Teaching for Excellence in K-8 Manouchehri, A., School Mathematics Reform:
Science Education: Using Project 2061 Implications for Mathematics Teacher Prepa-
Benchmarks for More Effective Science ration. May-June, 197-209.
Instruction. May-June, 222-232. Meyers, H., Adapting Teacher Preparation
Hawkey, K., Roles, Responsibilities, and Rela- Courses to Support High School Reform.
tionships in Mentoring: A Literature Review November-December, 358-366.
and Agenda for Research. November-Decem- Michalec, P., Student Teaching Portfolios: A Tool
ber, 325-335. for Promoting Reflective Practice. November-
Hill, L., Just Tell Us the Rule: Learning to Teach December, 345-357.
Elementary Mathematics. May-June, 211-221. Miller, J. H., Gender Issues Embedded in the
Hobbs, S. F, Long-Term PDS Development in Experience of Student Teaching: Being
Research Universities and the Clinicalization Treated Like a Sex Object. January-February,
of Teacher Education. March-April, 85-95. 19-28.
Hohenbrink, J., Collaborative Teaching of a Montecinos, C., Gender and Cohort Differences
Social Studies Methods Course: Intimidation in University Students’ Decisions to Become
and Change. September-October, 293-300. Elementary Teacher Education Majors.
Ilmer, S., Urban Educators’ Perceptions of Success- January-February, 47-54.
ful Teaching. November-December, 379-384. Moore, R. L., Jr., From Personal to Professional
Johnston, M., Collaborative Teaching of a Social Values: Conversations About Conflicts.
Studies Methods Course: Intimidation and September-October, 301-310.
Change. September-October, 293-300. Nielsen, L. E., Gender and Cohort Differences in
Kauchak, D. P., Long-Term PDS Development in University Students’ Decisions to Become
Research Universities and the Clinicalization Elementary Teacher Education Majors.
of Teacher Education. March-April, 85-95. January-February, 47-54.
Kaufman, R., The Dichotomy Between the Pietig, ]., Foundations and Teacher Education:
Concept of Professionalism and the Reality of Do We Need a New Metaphor? May-June,
Sexism in Teaching. March-April, 118-128. 177-184.
Koorland, M. A., Teacher as Researcher: A Prue, J., Adapting Teacher Preparation Courses
Synonym for Professionalism. November- to Support High School Reform. November-
December, 336-344. December, 358-366.
Kostin, M., Adapting Teacher Preparation Reagan, T., A Case for Applied Linguistics in
Courses to Support High School Reform. Teacher Education. May-June, 185-196.
November-December, 358-366. Sanders, J., Uninformed But Interested: Findings
Kurz, K., Urban Educators’ Perceptions of Suc- of a National Survey on Gender Equity in
cessful Teaching. November-December, 379- Preservice Teacher Education. January-
384. February, 69-75.
Lawrence, S., Beyond Race Awareness: White Scantlebury, K., It’s Not My Style: Using Dis-
Racial Identity and Multicultural Teaching. claimers to Ignore Gender Issues in Science.
March-April, 108-117. January-February, 29-36.
Leo, K., Adapting Teacher Preparation Courses to Scering, G.E.S., Themes of a Critical/Feminist
Support High School Reform. November- Pedagogy: Teacher Education for Democracy.
December, 358-366. January-February, 62-68.
Letts, W. J., IV., It’s Not My Style: Using Dis- Siddle, ]., Student Teaching Portfolios: A Tool
claimers to Ignore Gender Issues in Science. for Promoting Reflective Practice. November-
January-February, 29-36. December, 345-357.
Luckowski, J. A., A Virtue-Centered Approach to Snyder, J.-A., Urban Educators’ Perceptions of
Ethics Education. September-October, 264-270. Successful Teaching. November-December,
Lundeberg, M. A., You Guys Are Overreacting: 379-384.
Teaching Prospective Teachers About Subtle
Gender Bias. January-February, 55-61.
Journal of Teacher Education, November-December 1997, Vol. 48, No. 5
Stokes, D., Long-Term PDS Development in Educational Law: A Requisite Course for Preser-
Research Universities and the Clinicalization vice and Inservice Teacher Education Pro-
of Teacher Education. March-April, 85-95. grams. March-April, 129-135.
Timmons, M., Student Teaching Portfolios: A Foundations and Teacher Education: Do We
Tool for Promoting Reflective Practice. Need a New Metaphor? May-June, 177-184.
November-December, 345-357. From Personal to Professional Values: Conversa-
Tollett, J. R., Educational Law: A Requisite tions About Conflicts. September-October,
Course for Preservice and Inservice Teacher 301-310.
Education Programs. March-April, 129-135. Gender and Cohort Differences in University
Ungaretti, T., A Teacher Education Ethics Students’ Decisions to Become Elementary
Initiative: A Collaborative Response to a Teacher Education Majors. January-February,
Professional Need. September-October, 271- 47-54.
280. Gender Issues Embedded in the Experience of
Vogtle, S. P., In a Complex Voice: The Contra- Student Teaching: Being Treated Like a Sex
dictions of Male Elementary Teachers’ Career Object. January-February, 19-28.
Choice and Professional Identity. January- In a Complex Voice: The Contradictions of Male
February, 37-46. Elementary Teachers’ Career Choice and
Westhoven, L., Collaborative Teaching of a Professional Identity. January-February, 37-
Social Studies Methods Course: Intimidation 46.
and Change. September-October, 293-300. It’s Not My Style: Using Disclaimers to Ignore
Westland, C., The Dichotomy Between the Gender Issues in Science. January-February,
Concept of Professionalism and the Reality of 29-36.
Sexism in Teaching. March-April, 118-128. Just Tell Us the Rule: Learning to Teach Elemen-
Yost, D. S., The Moral Dimensions of Teaching tary Mathematics. May-June, 211-221.
and Preservice Teachers: Can Moral Disposi- Long-Term PDS Development in Research
tions Be Influenced? September-October, Universities and the Clinicalization of
281-292. Teacher Education. March-April, 85-95.
The Moral Contours of Teacher Education.
TITLE INDEX September-October, 245-254.
The Moral Dimensions of Teaching and Preser-
Adapting leache aration Courstoe Ssup - ; ; -
Adapting Teacher Preparation Courses to Sup vice Teachers: Can Moral Dispositions Be
port High School Reform. November-Decem- Influenced? September-October, 281-292.
ber, 358-366.
Roles, Responsibilities, and Relationships in
Against-the-Grain Teacher Education: A Study
apo Mentoring: A Literature Review and Agenda
of Coursework, Field Experience, and Per- Ce Ressanets. Walia Mien S0e wee
sSpeec tives. Mara ch-April,. 96-1100 7. School Mats hemati. cs Reform: Implicatio? ns for .
Beyond Race Awareness: White Racial Identity Mathematics Teacher Preparation. May-June
and Multicultural Teaching. March-April, 197-209
108-117.
Student Teaching Portfolios: A Tool for Promot-
A Case for Applied Linguistics in Teacher Educa-
ing Reflective Practice. November-December,
tion. May-June, 185-196.
345-357.
Collaborative Teaching of a Social Studies
Teacher as Researcher: A Synonym for Profes-
Methods Course: Intimidation and Change.
sionalism. November-December, 336-344.
September-October, 293-300.
A Teacher Education Ethics Initiative: A Col-
Connecting the Ethics of Teaching and Moral
laborative Response to a Professional Need.
Education. September-October, 255-263.
September-October, 271-280.
The Dichotomy Between the Concept of Profes-
Teacher Education Students’ Insights From
sionalism and the Reality of Sexism in Teach-
Intergenerational Literature Circles. Novem-
ing. March-April, 118-128. ber-December, 367-378.
Journal of Teacher Education, November-December 1997, Vol. 48, No. 5
Teaching as a Gendered Experience. January- Morgan, D. L., March-April, 150-154. (Review of
February, 7-18. Punished by Rewards: The Trouble With Gold
Teaching for Excellence in K-8 Science Educa- Stars, Incentive Plans, A’s, Praise, and Other
tion: Using Project 2061 Benchmarks for Bribes, by A. Kohn)
More Effective Science Instruction. May- Rust, F. O., May-June, 233-235. (Review of
June, 222-232. Thoughtful Teaching, by C. M. Clark)
Themes of a Critical/Feminist Pedagogy: Teacher Slater, J., March-April, 146-149. (Review of The
Education for Democracy. January-February, Manufactured Crisis: Myths, Fraud, and the
62-68. Attack on America’s Public Schools, by D. C.
Uninformed But Interested: Findings of a Na- Berliner & B. J. Biddle)
tional Survey on Gender Equity in Preservice Taylor, W., November-December, 385-392.
Teacher Education. January-February, 69-75. (Review of The University and the Teachers:
Urban Educators’ Perceptions of Successful France, the United States, England, by H.
Teaching. November-December, 379-384. Judge, M. Lemosse, L. Paine, & M. Sedlak)
A Virtue-Centered Approach to Ethics Educa-
tion. September-October, 264-270. BOOKS REVIEWED
What Matters Most for Teacher Educators. May-
Banks, J]. A., & McGee Banks, C. A. (Eds.).
June, 167-176.
(1995). Handbook of Research on Multicultural
You Guys Are Overreacting: Teaching Prospec-
Education. New York: Macmillan. March-
tive Teachers About Subtle Gender Bias.
April, 136-145.
January-February, 55-61.
Berliner, D. C., & Biddle, B. J. (1995). The
Manufactured Crisis: Myths, Fraud, and the
BOOK REVIEW AUTHORS
Attack on America’s Public Schools. Reading,
Allen-Brown, V., March-April, 136-145. (Review MA: Addison-Wesley. March-April, 146-149.
of Handbook of Research on Multicultural Clark, C. M. (1993). Thoughtful Teaching. New
Education, by J. A. Banks & C. A. McGee York: Teachers College Press. May-June, 233-
Banks, Eds.) 235.
Castenell, L. A., Jr., March-April, 136-145. Hostetler, K. D. (1997). Ethical Judgment in
(Review of Handbook of Research on Multicul- Teaching. Boston: Allyn & Bacon. September-
tural Education, by J. A. Banks & C. A. October, 311-313.
McGee Banks, Eds.) Judge, H., Lemosse, M., Paine, L., & Sedlak, M.
Fennimore, B. S., March-April, 136-145. (Review (1994). The University and the Teachers:
of Handbook of Research on Multicultural France, the United States, and England.
Education, by J. A. Banks & C. A. McGee Oxfordshire, UK: Triangle Books. November-
Banks, Eds.) December, 385-392.
King, S. H., March-April, 136-145. (Review of Kohn, A. (1993). Punished by Rewards: The
Handbook of Research on Multicultural Educa- Trouble With Gold Stars, Incentive Plans, A’s,
tion, by J. A. Banks & C. A. McGee Banks, Praise, and Other Bribes. Boston: Houghton
Eds.) Mifflin. March-April, 150-154.
Lasley, T. J., September-October, 311-313. (Re-
view of Ethical Judgment in Teaching, by K. D.
Hostetler)
Journal of Teacher Education, November-December 1997, Vol. 48, No. 5
