1 2 3 4 5 6 7 8 9 10 11 12 13 14

or address questions of social justice? Are there conflicts or dilemmas in meeting these goals? Context: How does the content and process of cooperative learning relate to the overall context of teacher education and school change? How does cooperative learning fit--or not fit--with the faculty's philosophies and beliefs? What effect does school site placement have on student learning? How beginning teachers mentored, supported and evaluated as they try out this form of teaching? Have you data on follow-up of your interns or student teachers into the first year of teaching regarding their continued use of cooperative learning? Potential contributors are invited to submit a 2-3 page (single-spaced) proposal indicating the issues related to cooperative learning and teacher education they will be addressing. Preference will be given to discussions regarding: fully articulated programs (in contrast, for example, to programs that only teach cooperative learning within a methods course, or in which the learning about cooperative groupwork is idiosyncratic or dependent on a particular instructor) that serve preservice teacher preparation, and programs that have qualitative and/or quantitative data on graduates, either as outcome or longitudinal data. However, authors are encouraged to submit proposals even if these conditions are not present, and engage the issues and constraints surrounding cooperative learning implementation. Contributors should articulate dilemmas and contradictions still present between program goals and visions and actual practice. For example, What are the dilemmas in your program between individual professors who "cover" cooperative learning in courses versus the institutionalization of the practice as part of the teacher education training? Have you encountered dilemmas in teaching one model of cooperative learning versus another or an eclectic blend? Are there some models or approaches more suitable for the beginner? Essays may address the relationship of preservice to inservice programs as well. First person narratives are encouraged. The editorial team will comment on the main issues addressed in the proposals and give the authors the opportunity to respond and develop the manuscripts. Proposals are due February 15, 1999. The editorial panel will then invite a number of contributors to submit full manuscripts around April 1, 1999. Writers should follow American Psychological Association (4th edition) guidelines. Send proposals to: Celeste Brody Box 14 Lewis & Clark College Portland, OR 97219 Fax: 503-768-7715 brody@lclark.edu The editorial team welcomes inquiries and questions. The team consists of and are available at the following e-mail addresses: Neil Davidson, University of Maryland, nd3@umail.umd.edu Mara Sapon-Shevin, Syracuse University, msaponsh@syr.edu Elizabeth Cohen, Stanford University, egcohen@leland.Stanford.edu