Discusses "Building a Literate Nation" (1997) which offers "the strategic agenda for literacy for the next five years." Finds that it offers no clear way forward for those who teach underachievers, especially with regard to teaching reading. (PA)

Presents an attempt to improve teaching and learning strategies for science as addressed by prospective teachers. Discovers that prospective teachers share a number of misconceptions with students. Contains 19 references. (DDR)

A study examined rural service patterns and teacher preparation related to students who had experienced traumatic brain injury. Survey findings from 188 general and special education professionals in rural Alabama, Georgia, Louisiana, and Mississippi suggest a lack of meaningful preparation for working with this population. Educational and…

Investigated a kindergarten teacher's practice in order to understand her knowledge of her children's mathematical thinking, her method of knowledge acquisition, and the uses she made of that knowledge in making instructional decisions. Discusses the role of Cognitively Guided Instruction workshops in shaping the teacher's mathematical teaching.…

Sixty-one junior and senior high school teachers responded to measures of perceptions of inclusion, needs for effective inclusion practice, and knowledge of inclusion. Teachers felt inadequately prepared for inclusion and indicated their primary need was for more specific inclusion training. They also believed that reducing workloads would be of…

A study involving 130 parents of children with visual impairments found parents were generally supportive of mainstreaming, but many also identified a number of risks and problems with it. Their child's social isolation concerned parents, along with the general education teacher's lack of knowledge and experience with visual impairments. (Contains…

Discusses proposals for the innovation and development of early childhood education practice, based on findings from case studies on the practical knowledge of four experienced female early childhood educators. Argues that improving early childhood education should be based on its reasons and purposes rather than content or method. (JPB)

Explains that to successfully teach art, elementary generalist teachers need a solid grounding in some teaching-learning strategies for making and responding to art, along with knowledge on applying them to specific grade levels. Describes four strategies for making art and two strategies for responding to art. (CMK)

Teaching must allow teachers to learn from students' learning. Anna Freud's approach emphasizes the psychoanalytical concept of transference. The paper describes the logic behind an undergraduate foundations of education course that examined whether study of the self studying education could create new conditions of learning and creating…

Presents recommendations for teachers and their instructors to help teachers master science courses. Comments for teachers include create a learning community, do not dread solving problems, think things through, and keep a positive attitude. Comments for instructors include think about who your students are, make your course learner-friendly, try…

Describes the "Teachers + Occidental = Partnerships in Science" (TOPS) program whose goal is to improve high school biology and chemistry students' laboratory instruction by enhancing their teachers' knowledge and classroom application of modern instruments, technology, and experiments. Includes 13 classroom-tested experiments that employ a…

Examines two questions about science education faculty's knowledge and use of technology: (1) are science teacher education faculty using technology in their classrooms; and (2) do they desire to learn more about integrating technology into their efforts to prepare future science teachers? (Author/SAH)

Surveyed public secondary science teachers before and after participating in professional development courses taught by university faculty and designed to integrate science content with pedagogy and collected data from participants' journals and electronic portfolios. Results confirmed that the courses not only augmented teachers' content…

Provides strategies to help teachers develop their self awareness and voice about what they know in the following knowledge areas: (1) self knowledge; (2) child development knowledge; and (3) knowledge about individual children and families. Suggests that these strategies help teachers consolidate their knowledge and develop professionally. (SD)

Responds to common charges against formal teacher education programs, arguing that contextual knowledge of classrooms and schools is crucial for novice teachers; raw intelligence is insufficient for accomplished teaching; accomplished performance will develop only over many years of effortful, deliberate practice; and high quality teacher…