The reading-focused reform environment of the new millennium is fertile ground for strengthening the link between research and public policy. This compilation of papers by presenters at International Reading Association's Reading Research 2000 Conference offers a compelling case for increased investment in teacher preparation for reading…

Considerable evidence exists that high-quality early childhood education programs for children from birth to age 5 can have long-lasting, positive consequences for children's success in school and later in life, especially for children from low-income families. However, such programs are not available for all children who need them, nor are all…

This paper provides information about teacher quality proposals that are drawing attention from state and local lawmakers. For each proposal, the paper uses the following framework to organize evidence: definition or explanation of the policy, rationale, trends, evidence, and key issues. The paper demonstrates how the framework would organize…

The broad aim of this research is to characterize the views of proof held by college calculus students and their two types of teachers mathematics graduate students and professors. The analysis is based on an examination of the ways in which people in all three groups produce and evaluate different types of solutions to a proof-based problem from…

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)