William Perry argued that adult development can be marked by a progressively refined set of questions focused on how Authorities like teachers can support multiple right answers and still maintain that there are wrong answers. When prospective English teachers view right and wrong answers as relativistic, they seem to view themselves as…

Describes the use of a teaching technique described as "miniature teaching episodes", in which elementary mathematics and science methods students teach a small group of children for approximately one hour. Reports the results of an evaluative study of the effectiveness of miniature teaching episodes. (JR)

Advocates that two methods courses should be developed for each subject area in elementary education so that prospective teachers can specialize in either the primary (K-3) or intermediate grades (4-6). In particular, suggested differences in science methods courses at these two levels are discussed. (JR)

Preservice teachers, asked to evaluate components of a social studies methods course, rated theory as the least important element, behind methods, field experience, and content. Younger, less experienced preservice teachers considered theory more valuable than others did. (PP)

Documented training and educational activities of preservice elementary education majors (N=20) to determine what (if any) aspects of their science training contribute to developing the apprehension elementary teachers have toward science, science education, and science instruction. Results, conclusions, and implications are reported from the…

Described is a pilot study at North Carolina State University that assessed introductory science education students' reactions to the effectiveness of three instructional techniques (small group discussions, role-playing, and computer-based simulation) in dealing with incidents of classroom management. Conclusions indicated no statistical…

A study determined that an interdisciplinary social studies and science methods course favorably influences the curriculum constructs of elementary teacher education students when it is designed for deep personal meaning rather than surface skill acquisition. (JN)

Calls for dispelling the myth that no valuable art learning can be gained from structured elementary programs and suggests revising teacher education methods courses to train elementary teachers so they can help students develop significant awareness of art qualities, artistic processes, and art history. (JD)

In response to PL 94-142, the College of Education at Southern Illinois University-Carbondale has integrated special education concepts into its preservice core courses. The program's training focus, knowledge and attitude objectives are outlined in this article, one of seven describing Dean's Grant programs for PL 94-142 training. (SJL)

The Roosevelt University College of Education conducted two studies to reevaluate its preservice course content and the effectiveness of its program in light of PL 94-142. Results are summarized in this article, one of seven in this issue describing Dean's Grant programs for preservice training in PL 94-142. (SJL)

Describes a social studies teaching methods course which emphasizes laboratory work in local public elementary schools. Lists five activities preservice teachers are expected to fulfill in the course. (KC)

Describes a four semester hour science and mathematics methods course for elementary education majors, offered at Gustavus Adolphus College (St. Peter, Minn.) that has the following characteristics: (1) behaviorally stated objectives, (2) criterion-referenced measurements, (3) levels of competency, (4) options within levels of competency, and (5)…