This study questioned whether there is a difference between Maryland Collaborative for Teacher Preparation (MCTP) teacher candidates and non-MCTP teacher candidates in the science content knowledge, beliefs, and perceptions they bring to their science classes, and in whether they complete the science methods course in their teacher education…

The purpose of this study is to examine one possible source of misconceptions that are held by students of genetics--the teachers. Is there evidence to suggest that prospective biology teachers might have misconceptions about genetics and related concepts? If prospective biology teachers have misconceptions in genetics, how do these misconceptions…

States, school districts, and individual schools have created standards that indicate what content teachers should teach and students should learn. This document suggests that in order to have substantive effect in mathematics and science classrooms, other components must be addressed and linked to the content standards which include establishing…

This evaluation of mini-conferences conducted for Alabama teachers who completed training in the 1996 Summer Space Orientation for Professional Educators (SOPE) examines the effectiveness of follow-up sessions for teachers (N=69) and provides baseline data on teachers' knowledge of and attitudes toward teaching science. Conclusions about the 1996…

Whenever international assessments of student achievement are conducted, in which tests of subject matter knowledge are given to students around the world, the United States scores poorly. In this issue of "The Claremont Letter," the author identifies three mistakes American educators make that undermine student learning, and suggests…

Presents and recommends the rationale for a primary science curriculum characterized by reduced content, breadth and balance, and a focus on investigative activities. Contains 128 references. (DDR)

Outlines a teaching strategy designed to promote hands-on, inquiry-type learning. This strategy is based on constructivist principles and reflects much of the current understanding of how children learn science. Contains 31 references. (DDR)

The imperative for studying about technology becomes more urgent as time goes on, because technological systems, by their nature, continue to expand and become more complex. In deciding what knowledge is valued, educators must consider the natural world. (JOW)

Answers questions related to curriculum guides. Focuses on the definition of a curriculum guide, its purpose, and the role of such a guide in directing life in classrooms. Argues that a curriculum guide should not be an end product. (DDR)

Describes the knowledge base of a group of science teachers as related to the structure, function, and development of their disciplines and their understanding of the nature of science. Twenty teachers participated in this study and their knowledge base was found lacking in all respects. The assumption was that teacher preparation programs are not…

Presents a critique of the traditional model of teacher evaluation, arguing that the process is based on an objective view of knowledge and does not recognize or value teachers' personal practical knowledge. Uses the author's experiences of being evaluated (positively) for promotion to develop criticisms and arguments. (35 citations) (MAB)

Describes a research project whose major aim was to evaluate first-year teacher-education students' understanding of subject matter knowledge in the domain of area measurement. This study focuses on the student teachers' substantive knowledge, knowledge about the nature and discourse of mathematics, mathematics in society, and their disposition…

Examines ways that teachers' knowledge about teaching and their educational situations grow when they are engaged collaboratively with other teachers in inquiry on their own practice. Results indicate that mechanisms for enhancement of normal practice include anecdote telling, trying out ideas, and systematic inquiry. Contains 66 references.…

Highlights the creation of centers that promote the professional development of teachers including Teaching and Learning Centers, Centers for Teaching Excellence, and Centers for Faculty Development. Presents examples of such centers where teachers help one another hone skills, stay abreast of pedagogical developments, and mobilize institutional…

Discusses the expected knowledge base of British Victorian elementary teachers in the rational and scientific study of pedagogy and didactics. Concludes comparative research has revealed prevalence of similar pedagogic discourse in Great Britain and North American schools. (KDR)