The Mathematics Teacher Preparation Content Workshop, held March 19-21, 1999, focused on two questions: (1) What is the mathematical knowledge teachers need to know in order to teach well? and (2) How can teachers develop the mathematical knowledge they need to teach well? Chapters include: (1) "Knowledge of Fundamental Mathematics for Teaching"…

This document presents papers from a National Science Foundation (NSF) working conference to identify research issues and implementation strategies that support quality classroom assessment. Papers include: (1) "Understanding and Improving Classroom Assessment: Summary of Issues Raised" (George W. Bright and Jeane M. Joyner); (2) "Recommendations…

An experimental course, "Thinking about Writing," was started in 1999 at the University of Dundee and ran for three years across the first half of the B.Ed. Degree course for two consecutive years. The unit's focus was on a metacognitive approach to understanding writing, particularly knowledge about writing and monitoring of the writing…

This study addresses the question of how pre-service elementary teachers can be induced to change their attitudes to mathematics. Pre-service elementary teachers want to get mathematical answers right. They want to know which formulas to use, and how to get the correct answer. The paper presents transcriptions of student writing that illustrate…

This study was designed to investigate how a sample of primary student teachers developed their understanding of scientific ideas, their perceptions of the knowledge that they needed to teach the school curriculum, the sources of their learning, and their views on becoming teachers of science. Focus is placed on their own understandings of their…

This booklet describes and explains the National Council for the Social Studies (NCSS) national standards for social studies teachers; which were approved by the NCSS Board of Directors on April 27, 1997. The booklet consists of two general sections: (1) an introduction, which contains, in addition to an overview, information about the background…

Reports on a qualitative study which shows that teachers' environmental beliefs, knowledge, skills, and environmental programs provide evidence of the way they view environmental education, including possible difficulties within their programs. Findings indicate that researchers need to consider more carefully the limits of the teaching practice…

This joint statement of the Council for Exceptional Children (CEC) and the Council on Education of the Deaf (CED) presents standards for preparation of teachers of the deaf. The standards address eight categories of knowledge and skills, such as learner characteristics; assessment, diagnosis, and evaluation; and instructional content and practice.…

Challenges historical power relations, which have valued academic knowledge over teachers' experiential knowledge, asserting that such experiential knowledge should be considered legitimate; noting the need to assess knowledge produced by teachers and academics and offer apparatus for conducting such assessments; and recommending that by…

Demonstrates how Thompson's Hestian/Hermean paradigm can be expanded to provide both a knowledge base and a theory base for early childhood and home economics educators. (Author)

Discusses seven research-based benchmarks providing a framework for the student-learning-focused reform of teacher education: knowledge and understanding based on previous experience, usable content knowledge, transfer of learning/the learning context, strategic thinking, motivation and affect, development and individual differences, and standards…

Describes the Jacksonville State University College of Education's knowledge base for teaching, the criteria for clinical experiences, and the commitment to nurturing honorable and principled teaching. (SK)

Explains an analogy between the chemical principle of fluid mixing and that of disciplinary mixing. Argues that a proper mix of science education and environmental education has not been found and this situation impedes efforts to provide effective education and training. Contains 17 references. (DDR)

Outlines what is known about mentoring processes and what is unique to mentoring mathematics teachers. Offers some guidance for those wishing to be effective mentors. Contains 27 references. (ASK)

Examines the role of a mentor to a group of mid-career mathematics teachers in order to better understand how mentoring practices influence teacher learning. Concludes that the mentees' perception of the mentor as problem solver or evaluator of performance learning was inhibited, whereas perception of the mentor and mentee relationship established…