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A limited amount of educational research has been conducted to determine the influence cooperating teachers have on the educational philosophy of student teachers. Most of the studies surveyed : (a) suggested further research into the compatibility of philosophical ·beliefs held by student teachers and cooperating teachers; (b) conclude that cooperating teachers, moderately or greatly, influence student teachers' attitudes; or (c) report conflicting positions on the impact of cooperating teachers on student teachers assigned to them for practical classroom experiences. Butzow and Ryan (1975) implied that the stress of evaluation of student teaching, as well as the socialization pressures in the schools, force the student teacher to behave in a less eclectic manner than (s)he would choose freely. Hence, the opportunity to draw voluntarily from a range of philosophical positions is not reinforced, and either role models or real ones in the schools nullify much of the student teacher's training.Cooperating teachers were found by Yee (1969) to wield the greatest influence upon student teachers' attitudes. Thus, the attitudes of student teachers toward young people in elementary and secondary situations reflect the predominant influence of their cooperating teachers. In a similar study, Jensen (1971) investigated changes in the educational values perceptions of student teachers, cooperating teachers, and university professors. Comparison of pretest scores showed a significant difference between all groups. Although the differences in posttest scores were not significant, it was noted that the greatest congruence was between student teachers and cooperating teachers, while there was some dissonance with university supervisors.Wiley (1972) and Casey and McNeil (1972) found elementary student teachers to be more congruent with classroom teachers. Price (1961) also discovered that attitudes of elementary student teachers changed considerably after their teaching experience. The distinctive change tended to be in the direction of attitudes held by classroom teachers with whom the student teachers worked. In addition, the Zevin (1974) study concludes that student teachers tend to imitate their cooperating teachers in the field, regardless of the approval or disapproval of the college supervisor.To determine the selective educational values of prospective secondary school teachers and the relationship of these values to the philosophical and biological (age and sex) backgrounds of these individuals, Nelson and Ahmed (1972) randomly selected 67 students from the 301 enrolled in Education 502, the American School System. A battery of tests utilized to measure educational values of prospective secondary teachers evidenced distinct established positions with regard to whether they would operate from a progressivistic (idealistic) or essentialistic (realistic) frame of reference as teachers. Identified with progressivistic educational values were those prospective teachers who were: (a) philosophically classified as idealistic,...

The annual Gallup Poll reveals what the public thinks about national education issues. But should these results be used to set local policy? Perhaps a local survey is the answer. The author describes how he did this in 1986.

the advocates and opponents of the voucher/choice concept are adamant about their views on the subject. Where do you stand? the authors offer a questionnaire that allows readers to examine their own views about vouchers and choice.