Investigated similarities and differences in elementary student teachers' pre- and post-student teaching conceptions and the factors to which they attributed changes in their thinking. Participants completed surveys before and after student teaching, and some completed interviews. Results indicated that interpersonal and intrapersonal sources…

Uses data from a survey of Perth lower secondary science teachers to reveal low levels of inquiry and determine the nature of the laboratory work undertaken by their students. Contains 29 references. (DDR)

Reports on research that investigates the effect of teachers' sociological understanding of science on their design and implementation of curriculum innovations. Contains 26 references. (DDR)

Describes one way to promote preservice teachers' awareness of the different kinds of science education resource centers that exist in their own communities. Involves students in making a directory of resources. (DDR)

Reports on a study that seeks to characterize and detect the salient features which mark the activities of science teaching distinctly as teaching or as science teaching. Draws from a multi-year National Science Foundation (NSF) project that involves students in special recitation sections for introductory biology. (DDR)

Analyzes the interrelations between prospective and practicing teachers' learning of the mathematics of change and the development of their emerging understanding of effective mathematics teaching. Develops novel computer-based activities to challenge participants' mathematical understandings and requires them to use technology during short…

A study examined the use of cognitive mapping for tracking the progress of 25 students seeking a graduate degree with a concentration in gifted education. Results indicated the maps could successfully be used to talk with students about their individual progress in graduate school regarding knowledge, skills, and experience. (Contains references.)…

Investigates whether studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a teacher. Argues that a course studying the cultural wars over science contributes to prospective teachers' professional growth because it elicits tacit beliefs about school science as it introduces more complex understanding.…

Proposes three problems that must be solved in order to best prepare teachers who both know content and can make use of it to help all students learn, including: identifying the content knowledge that matters for teaching; understanding how such knowledge needs to be held; and determining what it takes to learn to use such knowledge in practice.…

A review of "The Chronicle of Higher Education" 1991-1997 advertisements found that for all years except 1997, 8-10 percent were for positions in severe disabilities. Position announcements that designated expertise in severe disabilities and used an inclusionary term increased from 5 to 35 percent and then decreased to 20 percent.…

Presents an instrument designed as a profile of teacher achievement and teacher needs with regard to the probability and statistics strands in the mathematics curriculum. Discusses uses for the instrument and further development possibilities. (MM)

Explores the potential of science teaching cases to deepen teachers' content knowledge and pedagogical content knowledge. While many teachers began discussions without a clear understanding of certain key concepts, after a two-hour case discussion and brief hands-on activities, they collaboratively developed a deeper understanding of the content.…

A veteran language teacher expresses views on the development of language teachers, suggesting there are two professional development routes language teachers take: from method to methodology or methodology to method. (Author/VWL)

Interviewed 10 middle-school physical educators (PE) with expertise in at least one PE subject area. Each teacher completed four interviews on familiarity with content area and with experience teaching the subject. Results highlighted significant differences between teachers teaching subjects in which they had expertise, and teachers teaching…

Reports that teaching elementary mathematics requires a much deeper mathematical knowledge than most experts have believed and that teachers must receive the training, textbooks, time, and support needed to develop this knowledge. Notes that U.S. mathematics teachers' knowledge is not nearly as robust as that of Chinese mathematics teachers, and…