In many ways America is in worse shape than before the first Watts riots occurred over 25 years ago. Intolerance is still abundant; greed is very much alive; and hope held by many at the bottom has been dimmed, if not extinguished. For our country to become everything it is capable of becoming and everything our ancestors dreamed, education cannot continue as usual. Ours is a great country, but when even one of its citizens is made to feel less than human or is robbed of their dignity, something is wrong. Hope, Intolerance, and Greed: A Reality Check for Teachers encourages teachers to question the status quo and to reexamine their power to influence the direction our country takes into the 21st century. It also encourages teachers to acknowledge the realities that exist, teach the rejection of violence, and promote an awareness and understanding of people as individuals.

The need for outstanding university supervisors who balance the needs and interests of the student teacher, the university, and the K-12 school has never been greater. Teacher supervisors are the link between institutions of higher learning and public and private schools. This work is a practical guide for university supervisors that examines the supervisory process, the preparation necessary for supervision, the responsibilities of the university supervisor, the historical assumption underlying the supervisory role, and what research tells us about effective supervision.

This work also provides background information on topics such as discipline in the schools and curricular concerns, and summarizes research about what the supervisor needs to know on the philosophical, psychological, and sociological foundations of education. Practical suggestions and sound advice are provided on major questions and issues such as: What should I tell the cooperating teacher about writing final evaluations? What should I tell the student teacher about presenting incorrect information? What do I look for while observing the student teacher? How do I conduct an effective conference? How should I plan a seminar? University supervisors will gain a better understanding of their own role and responsibilities in working with student and cooperating teachers as well as an appreciation of the work of the cooperating teacher. Likewise, student and cooperating teachers will gain similar understandings.

Claude etait eminemment habile a converser. Car il ecoutait. Il ecoutait attentivement et pesamment. Il jaugeait les paroles qu'il entendait, et reflechissait longuement avant de hasarder une reponse. Si longuement que le narrateur en est perplexe, au debut. De toute evidence, il n'etait pas de ces gens qui, selon La Bruyere, " parlent un moment avant que d'avoir pense ". Il y a donc un paradoxe : un livre de conversations avec quelqu'un qui ne parlait guere! Pourtant, malgre tout, des liens se sont noues. Il y a eu rencontre de ces etres, qui sont sans doute, au depart tout au moins, un dilemme l'un pour l'autre : d'un cote un quasi analphabete, mais homme sage; d'autre part un universitaire, litteraire en plus, prolixe par deformation professionnelle... Le livre de dialogues a une longue et venerable histoire. Il a eu cours, en particulier aux XVIIe et XVIIIe siecles, mais on peut retracer son origine jusqu'aux dialogues platoniques, mettant en scene Socrate et divers interlocuteurs. Certes, ce petit livre n'a pas la pretention de s'inserer dans la prestigieuse serie des dialogues illustree entre autres par Platon, Seneque, Diderot, Fontenelle, David Hume, voire Marguerite de Navarre ou encore Voltaire, celui-ci sur un mode satirique. Tout simplement, il fait etat d'une rencontre. Ce livre est publie en francais. - Claude was eminently skilled in conversation. Because he listened. He listened attentively and intently. He measured the words he heard and thought long before risking an answer. So long, in fact, that in the beginning it confused the narrator. This man was clearly not one of those people who, in the words of La Bruyere, "speak one moment before they think." And so here we have a paradox: a book of conversations with someone who hardly spoke! Yet, despite everything, bonds have been forged: encounters between people who, at least initially, posed a dilemma for one another-a nearly illiterate but wise man on the one hand, and an academic, a literary man to boot, made verbose through professional deformation on the other... As a genre, the dialogue has a long and venerable history in literature. It was especially popular in the 17th and 18th centuries, but the history of this literary form can be traced back to the Platonic dialogues with Socrates and various other interlocutors. To be sure, this small book makes no claim to join in the august ranks of the dialogues of Plato, Seneca, Diderot, Fontenelle, David Hume, Marguerite de Navarre, or even Voltaire and his satirical approach. It simply tells of an encounter. This book is published in French.