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Teacher education reform has been the focus of inquiry for many years (Joyce & Clift, 1984). However, a study entitled A Nation at Risk: The Imperative for Educational Reform, published by the National Commission on Excellence (1983), led to literally hundreds of conferences and institutes in 1983 and 1984 (Gardner, 1984). A general consensus that reformation of teacher education is long overdue exists in professional literature. Yet very little agreement exists as to the specifics of the agenda. For example, consider the position set forth by Joyce and Clift (1984), which was commented upon by Imig (1984) and then countered in rejoinder by Joyce (1984).

Others--such as, Justiz (1984)--agree that research is essential in any effort to improve teacher education. Therefore, this study was undertaken to define more clearly the current status and the potential reforms of teacher-education programs held by the deans of colleges and schools of education across the nation.

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