Tutoring is not a new idea nor a new practice in the world of teacher education. However, our understanding of how to better use tutoring as a vehicle for applying authentic knowledge and pedagogy is expanding rapidly. The purpose of this article is twofold. First, it provides an overview and rationale of a tutoring-field experience in which we…

This journal is intended for classroom teachers and provides a collection of essays and instructional materials organized around the theme of mathematics and science content knowledge. Articles include: (1) "Watching Ourselves Learn" (Annette Thorson); (2) "Search Smarter!" (Kimberly S. Roempler); (3) "Teacher Education Materials Project" (Joan…

This paper provides a critical analysis of a professional development model that proposes to improve inquiry science instruction by addressing two components of teacher knowledge: pedagogy and science content. Although this represents an improvement over professional development models that focus on a single area of teacher knowledge, this paper…

This discussion focuses upon potential implications of research conducted on preservice teachers' understanding of introductory topics from elementary number theory. Comments interlace three levels of consideration and recapitulate what is striking as some of the most interesting and important findings raised in the presentations, and flesh out…

The last decade has been marked by experimentation with various methods of assessing teaching knowledge, skills, and abilities that are alternatives to the multiple-choice tests and loosely-structured observations commonly used. While there exists a large body of literature on multiple choice tests as a methodology, less technical information is…

Professional development is frequently undertaken as an activity to be done to teachers rather than in collaboration with them; designed to make teachers more effective, with the assumption that they are currently deficient; communicates ideas with an air of expertise and a messianic quality; and assumes universally effective teaching practice…

This paper presents a conceptual framework of teachers' practical knowledge. The researcher examined interview data from 29 Finnish elementary school teachers to identify common features underlying teachers' practical knowledge. The interviews examined teachers' teaching and students' learning activities, social relationships within the…

Quality teachers are the single greatest determinant of student achievement. Teacher education, ability, and experience account for more variation in student achievement than all other factors. Studies have found that 40 to 90 percent of the difference in student test scores can be attributed to teacher quality. Knowing the subject matter,…

Recounts the perspectives of several biologists who believe that evolutionary theory is the key to an understanding of biology. Cites examples from textbooks and educational practices which support the theory that many students develop and maintain misconceptions about evolution due to instruction. Contains 53 references. (DDR)

Presents a paper based on the Northwest Region Presidential Address given at the Manchester Metropolitan University that makes the plea that science should be at the top of the science teacher's agenda. Asserts that learning is a continuing process for both teachers and pupils. (JRH)

Notes that many states are establishing educational and training systems to form a coordinated early care and education professional development system that allows professionals to access easily advanced levels of education without redundancy of content or expenditure of unnecessary time and money. Discusses New Mexico's establishment of core…

A stimulated recall procedure was used to examine the instructional decision making of 19 expert special educators. Qualitative analysis indicated that a detailed and extensive knowledge base about students enabled these teachers to assess their students' academic and emotional states of mind and to address effectively the students' needs within…

Examines in-service secondary school mathematics teachers' conceptions of proof. Suggests that teachers recognize the variety of roles that proof plays in mathematics. Noticeably absent, however, was a view of proof as a tool for learning mathematics. Many of the teachers held limited views of the nature of proof in mathematics and demonstrated…

Details the skills and approaches that student teachers need to possess and develop as they begin their work in the classroom. Includes a web map for student teaching. (DDR)

Investigates 68 primary grade teachers' self reports of familiarity, utility, and perceived applicability of content reading strategies. Finds that teachers did not appear to be familiar with recommended content reading strategies. Finds also that years of teaching at the same grade level and workshop attendance appeared to have a positive impact…