Discusses an attempt to promote the development of prospective elementary teachers' own subject-matter knowledge of the division of fractions as well as their awareness of nature and likely sources of related common misconceptions held by children. Indicates that before the described mathematics methods course, most participants knew how to divide…

Surveys 28 programs that offer doctoral degrees in mass communication or journalism. Finds that 4 programs place significant emphasis on teaching as a form of scholarship in their focus of domains of knowledge related directly to teaching and learning, with 2 of the 4 further including disciplinarity as an important foundation of understanding for…

Regards Poole's book for inservice and preservice teachers addressing questions about how, why, and when to use educational technology as well-organized and comprehensive. Notes a contradiction about the teacher's relationship to technology and pedagogy; highlights Poole's suggestions for addressing, on site, teachers' lack of knowledge about…

Discusses: (1) "Growing Pains: The Making of America's Middle School Teachers" (McEwin and Scales); (2) "The Professional Preparation of Middle School Teachers: Profiles of Successful Programs" (McEwin and Dickinson); (3) "A Vision of Excellence: Organizing Principles for Middle Grades Teacher Education" (McEwin, Dickinson, Erb, and Scales); and…

Suggests that the physics that students find interesting and absorbing is not necessarily that which curriculum planners think it ought to be. Finds that what is crucial is thorough preparation, equipment that works, and the support of a skilled laboratory technician. (Author/CCM)

Describes classes taken by project members and student field experiences of the Partnership for Reform in Mathematics Education (PRME) whose aim was for elementary and preservice teachers to construct knowledge concerning new mathematics concepts and pedagogy. (ASK)

Explores some of the complexity of the influences that shape teacher practice in relation to teachers' theories, knowledge, and beliefs about the teaching of mathematics. Focuses on the relationships that exist between teachers' espoused theories and their theories-in-use. (Author/MM)

Cooperative education, in the form or practicums, forms an essential part of teacher training and is the means by which academic content or professional knowledge gains value. A more holistic approach to teacher education would include cooperative education. Research into cooperative education likewise needs to be developed via a holistic approach…

A variety of models of the scholarship of university teaching have been advocated since Boyer first proposed that the scholarship of teaching be considered as one of four forms of scholarship associated with university practices. These models have evolved from theoretical and empirically based analyses, and have as their core value concepts as…

Congress should pay for the development of a national teacher test, using performance to judge accomplishment, and the test results should be incorporated into state licensing requirements, a report released May 24 argues. Prepared by a panel of the National Academy of Education, the 112-page guide calls on federal and state policymakers to…

The unpacking of the mathematical knowledge necessary for teaching division is examined. A core task for surfacing and unpacking one's division knowledge is presented and the understandings that might comprise a package of teacher knowledge for division is discussed.

I propose a theory of conceptual development in which concept possession consists in seeing the world aright. The capacity to see things aright is primitive; it is not explained in terms of grasp of a theory or in terms of assimilation of socially determined norms of word use. The educational task in promoting conceptual development is to train…

Federal educational policy, funding, and legislation are currently forwarding a research agenda described by the current administration as scientifically based. We characterize this agenda, described in multiple official documents as the gold standard, as neopositivist. We consider the ways in which this research paradigm and the methods that…

The research was motivated by an interest in improving the teaching of deaf children. It is important to identify what has been written about short-term memory and the deaf, and this was achieved through a literature search and review. An extensive survey was conducted to ascertain what knowledge existing teachers of the deaf have about short-term…

Teaching for the development of students' thinking is not a straightforward matter. It requires pedagogical skills, which are different from those of normal good quality teaching for conceptual development. It follows that providing professional development (PD) for teachers of thinking is a "hard case"--we can learn much of general value to…