This study was undertaken to better understand what happens when teachers implement a reform curriculum designed specifically to communicate mathematics content and pedagogy to teachers. More specifically, the study focuses on what aspects of the curriculum materials teachers consider as they decide what they will enact in the classroom.…

The percentage of high school students passing the first semester Algebra 1A final exam in January 2000 dropped precipitously from the passing rate one year earlier. That decline in final exam passing rates was due largely to the adoption among all schools of a uniform algebra exam combined with a system-wide uniform grading scale. High school…

The introduction of the "Praxis" tests to certify preservice teachers has added to the controversy over what content should be taught in educational psychology classes. "Praxis II" tests are essentially exit examinations, usually taken between the junior and senior year to ensure that students know their specialty content areas…

Focusing on social studies, this paper asserts that taking traditional content courses by themselves may not necessarily significantly enhance teachers' subject matter competence. It suggests that preparing social studies teachers to enact curricula is more than a matter of assuring that they have enough work in the traditional academic subject.…

This item provides an overview of projects in California's current portfolio of K-12 teacher professional development activities funded under the federal Dwight D. Eisenhower Professional State Grant and the Improving Teacher Quality (ITQ) State Grant Programs. Under the two federal initiatives, since 1986 the Commission has received approximately…

An important school factor affecting student achievement is the quality of teachers, however, there are misconceptions about what it means to be a quality teacher and how schools can attract and train more of them. This brief summarizes evidence about the characteristics of effective teachers, describes the characteristics of teachers and teacher…

To assist teachers in achieving "highly qualified" status, the Maryland State Department of Education (MSDE) has created a single document that will give teachers the information they need to interpret the requirements of HOUSSE; assess their credentials, course work, experience, and professional activities; complete the HOUSSE rubric to achieve…

This issue of The Progress of Education Reform focuses on what is more and more seen as a major stumbling block to change and improvement: the education, training and classroom practices of the nation?s K-12 science and math teachers. It summarizes recent research on the dimensions, causes, and already emerging consequences of the problem, and…

Middle school teachers in Georgia (392 of 600 surveyed) had considerable knowledge of at-risk learner characteristics. They were least knowledgeable about grade level most dropouts attain, number of grades failed by dropouts, range of dropout IQ, and when the highest incidence of dropping out occurs. (SK)

Focuses on Standard 4: Knowing Mathematical Pedagogy from the "Professional Teaching Standards" from the National Council of Teachers of Mathematics. Uses the profile of an algebra teacher and his pedagogy to explore how this standard might be exemplified in practice. (DDR)

Provides examples of the mathematics explored in a project that involved teachers in seminars in which they solved problems that focused on algebraic thinking across the grades. Presents the project as a model for staff development for teachers across grade levels. (DDR)

Describes an inservice professional development program, Project LIFE (Laboratory Investigations and Field Experiences), that has successfully implemented guidelines from the National Science Education Standards. Includes a three-week summer course; an independent science research project; academic year follow-up through workshops, classroom…

Investigates the five most common reasons teachers give for not involving students in hands-on classroom activities: too much work, too chaotic, lack of teacher science content knowledge, incompatibility with the curriculum, and lack of materials. Provides strategies for avoiding these excuses. (DDR)

Science teachers need to do science as well as teach it in order to bridge the gap between the scientific community and science education. Describes the experiences of a teacher who participated in the Research for Teachers program (RET). (DDR)

Discusses the triangular relationship between the teacher (I), student (Thou), and subject matter (It), highlighting David Hawkins' essay, "I, Thou, and It" (1974). Notes that while each element of the triangle is essential, subject matter is the central concern of Hawkins' latest essays. Discusses implications for teaching, learning,…