The absence of a model to guide sys tematic inquiry in teacher education, the author asserts, prevents sustained study in the field. Cruickshank outlines an inquiry model and describes its com ponent parts, which include the follow ing: (a) teacher educators, (b) teacher education students, (c) the contexts of teacher education, (d) the content of the teacher education curriculum, and (e) the instruction in and organization for teacher education. Careful study in each of these areas, he argues, can produce a more substantial professional culture. Furthermore the evolution of a valid inquiry model should enable the emergence of a discipline of teacher education.
Relationships between the clarity behaviors of teachers and the dual outcome measures of student achievement and satisfaction were examined. Relatively reliable measures of clarity (both of a low-inference and high-inference nature) on 32 preservice teachers who taught the same lesson within a small-group laboratory setting were generated by (a) trained observers, (b) participating students, and (c) the teachers themselves. The high and relatively lowinference measures of teacher clarity correlated highly, and both were significantly and positively related to postinstructional measures of student achievement and student satisfaction. A number of specific clarity behaviors have been identified that appear to be strongly and directly linked to desirable student outcomes.
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