Gifted children have unique emotional needs and cognitive developmental potential which can be met only be an adequate program of moral education; however, none of the present forms of moral education is sufficient to meet those needs. Only a program of moral education which is based on the unique cognitive and affective needs of gifted children will respect the autonomy of the child. Thus a confluent model for moral development is described in which cognitive and affective goals and appropriate instructional strategies are defined. Both cognitive and affective goals may be achieved through choice of any number of instructional strategies in any particular subject area. Appropriate strategies focus on discussion and problem solving through use of reasoning in an atmosphere of openness, tolerance, and concern for others.
Contrasts in teacher educators' cultural knowledge about teaching and differential exercise of power relations show how their practice embodies two distinct gendered ideologies-a voice of the professorlfather and a voice of the teacherlmother. Each voice reproduces an engendered loyalty and a corresponding engendered practice among the prospective teachers who learn with a particular teacher educator. By decentering each voice, teacher educators can begin a dialogue about powerlknowledge issues in collaborative school-university relationships with colleagues.
Researchers describe results from a longitudinal study of variables predicting retention in undergraduate teacher education. Selected teacher candidates' background characteristics were correlated with undergraduate grade point ratio (GPR) as a measure of academic success. The sample consisted of 657 candidates in an initial course in teacher education. Data collection included the following: high school GPR; SAT scores; other pre-enrollment information such as parents' occupations and educational levels; and scores on McCarthy's Learning Type Measure (LTM) which reports four learning preferences or types. Multiple regression analysis revealed five significant variables that predicted first-year spring GPR in descending order: 1) SAT-V score; 2) SAT-M score; 3) high school GPR; 4) level of father's education; and 5) thinking/reflecting score on the LTM. Researchers discuss implications for teacher candidates' academic success.Universities must necessarily take care to graduate well-prepared teachers, but two recent demographic trends have raised new areas of concern about the retention of candidates in teacher education programs. First, reports throughout the 1990s documented current teacher shortages and projected dramatic increases in the demand for teachers (
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