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…

Articulates methodology for studying mathematics-teacher development in the context of reform. Provides an approach to understanding teachers' current practices and viewing their current practices in the context of development towards envisioned reforms. Applies conceptual frameworks developed within the mathematics-education research community to…

Reports on a study that investigated prospective elementary teachers' knowledge and convictions regarding content, pedagogy, and pupil needs as well as their rationales for mathematics teaching. Discusses results by way of confronting the school as a locus for serious learning, and perceiving the school as a playhouse. Contains 44 references.…

Explores the role of research in the educational reform process by examining two research-informed professional development programs focusing on changing teachers' beliefs and practices. The Cognitively Guided Instruction program and the Integrating Mathematics Assessment projects provide contexts for examining the influence of teachers' knowledge…

Examines the role that students' science concepts play in promoting teachers' professional growth. Journals and portfolios showed that students' science knowledge served as discrepant events that evoked teachers' dissatisfaction with their own content knowledge and motivated them to reconsider their pedagogical practices. (Author/CCM)

Reflects on the cultural politics of knowledge production since World War II, in which the techno-scientific knowledge base was used to dominate cultural time and space. Examines the status of liberal education and adult education research as a source of productive knowledge, as well as the selection of which knowledge is valued. (SK)

This article describes the Gifted Education Knowledge Scale, a rating scale for assessing educators' knowledge about gifted education. Information about item selection, content validity, reliability, and internal consistence is provided. (DB)

Discusses the scholarship of teaching as a process comprised of reflection on experience-based knowledge and research-based knowledge on teaching. Concepts of content, process, and premise reflection are used to derive three domains of knowledge about teaching--instructional, pedagogical, and curricular. Concludes that scholarship in teaching is…

Discusses the need for specialization of teachers in the elementary grades. Provides two examples of elementary specialization from Sweden and South Korea. Calls for elementary mathematics specialization in the United States. (Contains 11 references.) (ASK)

Describes a series of five one semester courses attended jointly by prospective and practicing teachers of grades K-8 and in which practicing teachers act as mentors for prospective teachers. (Author/MM)

Review of research on school and teacher effectiveness in literacy identified a core of best practices. However, potential conflicts between the findings and present educational policies, particularly in the areas of context specificity and classroom level, raise some concerns. (SK)