This study had two objectives. The first objective was to examine peer mentoring styles and their correspondence to the mentoring styles associated with traditional mentoring. The second objective was to determine whether mentoring styles were related to the academic performance of mentees. The findings indicated three mentoring styles: Motivating master mentoring, informatory standard mentoring and negative minimalist mentoring. The results indicated that motivating master mentoring had a positive influence on poor academic performers.

The authors examine differences in student technology outcomes between a pilot 1:1 program with ubiquitous technology use and a more traditional program in which our candidates are expected to complete specific technology requirements in each course. The authors found that after the post-test that the beliefs of laptop candidates about educational uses of technology and skill level with educational technology significantly increased. The results also indicated that teacher candidates who were not given ubiquitous access did not improve in skill level, nor did their beliefs about educational technology change.

The authors present an analysis of the teacher interviews which were conducted in five U.S. cities with 50 preschool teachers. These interviews were part of a comparative study in Europe and the United States of what practitioners and parents who are recent immigrants think should happen in preschool. The authors compare the perspectives of these immigrant teachers with those of their nonimmigrant counterparts. Specifically, the authors focus on the cultural expertise of immigrant teachers who work within their own immigrant community. One of the major findings is that preschool teachers are caught between their pedagogical training and their cultural knowledge.

The authors review the compatibility of key purposes for Electronic Portfolios (EPs) in light of the changing landscape of their use in teacher education. The authors will focus on analyzing the key purposes of portfolios—student learning/ reflection and accountability/accreditation, followed by another purpose cited in the literature—employment. The authors will discuss the costs and benefits as perceived by the various stakeholders. The authors conclude with seven recommendations to forge productive middle ground between the multiple purposes for EP use .

The author explores the important roles that school leaders and school environment play in supporting or inhibiting teachers’ initial commitments to teaching in urban public, Catholic, and Jewish schools.The study demonstrates that teachers from elite colleges who were recruited and prepared for teaching in a specific school sector might develop powerful commitments to their schools, their students, the community, and to teaching, which could result in longer teaching service.