Presents aspects of current thinking about the environment within the international community. Discusses an inquiry into practice among secondary science teachers (N=81) in England. Contains 38 references. (DDR)

Uses concept-map content analysis and interviews to gain insights into the knowledge organization and knowledge processing of preservice teachers (N=48). Concludes that active cognitive processing of knowledge is related to complex cognitive structures. Contains 29 references. (DDR)

Used ethnographic techniques to examine the knowledge of American teachers who had taught young Japanese children, regarding the role of culture in Japanese children's play. Found that Japanese children's play reflected the cultural value of interdependence, but that nonsocial play was also present. Teachers reported few play differences between…

Defines Cascade's model of learning. Evaluates Cascade's model of rule-learning events by analyzing those gleaned from protocols of physics students solving problems and studying examples. Suggests ways that instruction can be improved to increase both the quantity and depth of learning events. (Author/CCM)

Describes seven topics that should be included in a course for teachers on performance assessment and provides some ideas for teaching them. The topics range from assessment selection to recognizing inappropriate, unethical, or illegal assessment methods and uses. (SLD)

Discussions with student teachers and examination of assignments suggest that, although student teachers value educational theory, many operate with their own personal theories of teaching and need exposure to differing perspectives. (SK)

Presents a study in which postgraduate elementary school preservice teachers (n=44) were given four tasks, two to assess their understanding of perimeter and two to assess their understanding of area. Concludes that teachers have a procedural understanding of perimeter and area rather than a conceptual and relational understanding. Contains 15…

Clarifies what kind of mathematical beliefs are conveyed to student teachers during their studies. Interviews mathematics professors (n=7) from five Finnish universities who were responsible for mathematics teacher education. Professors estimated that teachers' basic knowledge was poor and old-fashioned, requiring improvement, and they emphasized…

Reports on a study that examined the level of instructional use of the Internet among science teachers involved in an inservice professional-development project (n=90). Finds that classroom access, instructional experience using the Internet with students, availability of resource support, and number of teacher users at school are the best…

Examines a model for mathematics teacher education that provides beginning teachers an opportunity to grapple with the relationship between their own mathematical knowledge and conceptually-based teaching. (Contains 21 references.) (ASK)

Explores the problems primary teachers encounter in science and technology and the extent to which these problems are associated with lack of confidence or background knowledge. Findings indicate that there are some ideas which primary teachers come quickly to understand and others that require more extensive professional development. (DDR)

Reports the findings of a study exploring how teachers manage a pervasive and disruptive classroom behavior known as talking out of turn. Shows that teachers use two main strategies, conversation and classroom talk, to manage classroom talk and that these strategies correlate with the frequency of talking out of turn. (DSK)

Findings from a study of changes in the organization of 23 preservice teachers' knowledge about teaching indicate that student teachers reconstructed their knowledge during the middle of student teaching, and attributed the changes primarily to the student teaching experience. Flexibility and planning were the two key concepts that changed…

Listening to students' mathematical thinking is one of the reform-minded visions of mathematics teaching. Examines how a mathematics letter exchange between grade 4 students provided an occasion for prospective teachers to learn about students' mathematical thinking and examine their interpretive practices. (Contains 26 references.) (Author/ASK)

Presents a qualitative case study conducted to investigate the process of evaluation and the implementation of a Standard-based textbook by two 7th grade middle school mathematics teachers over a period of two years. Concludes that teachers' mathematical knowledge was the greatest influence on how they evaluated and implemented the textbook.…