In order for standards to become the cornerstone of teachers' professional lives, they must first develop a keen understanding of the history and philosophy underlying standards, gain a working familiarity with standards documents, and engage in sense-making experiences that lead to personal meaning or internalization of the standards. This paper…

Considers the strategies of peer group review and concept mapping, both of which faculties in higher education might employ in partnership with schools to reestablish the fundamental role that subject matter knowledge has in science teaching. (DDR)

Five alternatives to traditional field experiences in special education are described and contrasted, including: infusion of experiences within content courses; traditional experiences offered during the summer session; working practica; roving practica; and specialized field-experiences. It is argued that these alternatives can provide…

A study investigated the interplay among language, culture, and disability in 112 children in inclusive preschools. Results found a lack of language goals on Individualized Education Programs, interaction of language with disability, the influence of communication skills on peer interactions, and the need for more training for service providers.…

Presents the tools and methodologies that underlie the ARIADNE framework for enabling open and distance education and enhancing more conventional training schemes. The ARIADNE concept relies on a distributed knowledge pool system that stores pedagogically indexed educational resources. The basic approach is one of share and reuse. (AIM)

Current interest in teacher competence often neglects theory about how teaching knowledge is acquired. Describes an approach to learning to teach, identifying nine dimensions of teaching and their hierarchically organized criterial statements, and a method of assessing teaching competence using performance indicators contained in the first two…

This exploration of the assessment of teachers' practical knowledge begins with a description of the characteristics of teacher knowledge and a discussion of the importance of teacher views and teaching as a profession. The possibilities and problems associated with assessing teacher practical knowledge are discussed. (SLD)

Describes a course specifically designed to allay the fear of science in elementary teachers by teaching them science in a laboratory-activity setting. Provides valuable laboratory experience often lacking in general education science courses. Lists topics covered in guided discovery exercises. Contains 12 references. (JRH)

Examines the essential characteristics of engineering teachers' pedagogical content knowledge by studying teachers' conceptions of their students' ideas of moment. Finds that although teachers originally appeared to be familiar with their students' conceptions, they were rather astonished by the general pattern of student thinking. (Author/SOE)

Shows how language and subject teachers in London secondary schools are positioned differently through their discursive performance of pedagogues and knowledge and how members of classroom communities view language and subject teachers as unequal. Data analysis dew on ethnography of communication and semiotic functional approaches to explain the…

Reports a mismatch between teacher and pupil knowledge of acid-base chemistry as a result of controversial episodes from three science lessons. Suggests that the teacher's knowledge is guided by textbook information while the pupil's knowledge is based on direct experimental experience. Proposes that classroom activities should support the…

Considers important procedures and policies for new teachers to consider during the first few weeks of school. Focuses on organization, engaging students, learning outside the classroom, and lab activity safety. (DDR)

Presents ideas to assist first year teachers in getting and staying organized. Includes file ideas, a basic supply list, and prompts for possible questions to ask as a new staff member. (DDR)

Provides some tips for new teachers to assist in avoiding feelings of isolation. The tips focus on the value of good conversation and keeping an open door and mind. (DDR)

Explains the lack of connection between the knowledge base that exists to improve the education of children with disabilities, and the practices of districts and professionals. Discusses the lack of teacher preparation and the difficulties that veteran teachers have in finding the time and energy to implement best practices. (CR)