The purpose of this study was to investigate aspects of the Nature of Science (NOS) concepts and teaching practices acquired by inservice teachers who participated in a teacher education program at the National Changhua University of Education in Taiwan. Two instructors used both case-history and demonstration approaches to help science teachers…

The objective of this research study was to determine the graduate education needs of North Carolina's mathematics and science teachers. Federal and state mandates require a restructuring of graduate education in order to focus on professionalism in teaching. To validate this top-down approach, mathematics and science teachers were asked to tell…

Project TEAM--Teacher Education for the Approaching Millennium--represents an educational partnership designed to improve science teacher preparation, content knowledge among both students and teachers, and the desire to better connect the theoretical constructs offered in a science methods course with the practical concerns expressed by students…

The Educational Policy Reform Research Institute (EPRRI), with funding from the U.S. Department of Education's Office of Special Education Programs, investigates the impact of educational accountability reforms on students with disabilities and on special education. EPRRI addresses the research needs of policymakers and other key stakeholders by…

Describes the orientation and management of a science hotline managed by the University of Kentucky for the benefit of teachers. Results include a more positive public image of science and the creation of links between academic scientists and precollege teachers. (DDR)

Examines selected first-grade mathematics textbooks used in Japanese and American schools. Focus points of analysis include size and volume, repetition, length of explanations, mathematics content, gender issues, and the relevance of the pictures to the mathematics content. Contains 16 references. (DDR)

Describes the results of a survey designed to ascertain details of student teachers' knowledge and misconceptions about the greenhouse effect, acid rain, and ozone layer depletion. Results indicate familiarity with the issues but little understanding of the concepts involved and many commonly held misconceptions. (JRH)

Studied the salient dimensions of teaching in a multicultural classroom as perceived by teacher educators. Questionnaire responses from 48 faculty members indicate that faculty do not always have the knowledge and skills necessary to prepare their students for classrooms of economic, cultural, and linguistic diversity. (SLD)

Parents (n=234) and general and special education teachers (n=248) of high school students with disabilities were surveyed about their views on self-determination. Most parents believed the students should be taught skills and competencies underlying self-determination. However, more than one-third of the teachers indicated they were not familiar…

Discusses the lack of primary teachers' focus on explanatory understanding and explores whether primary science books show a concern for explanatory understanding. (Contains 69 references.) (DDR)

Presents a seasonal checklist for first year science teachers that focuses on establishing policies and procedures, organization, and thoughtful lesson planning. (DDR)

Reviews a recommendation that all entrants into English and Welsh primary initial teacher training should possess a science GCSE pass. Identifies potential problems related to recruitment and adequate time allotted for the curriculum. (DDR)

Twelve open-ended questions, administered to 28 experienced elementary teachers and 26 education majors, examined mathematical content knowledge and related pedagogical knowledge by focusing on instructional decisions made in specific classroom situations involving whole number operations, fractions, and geometry. Results suggest that pedagogical…

Presents a study that examines the beliefs of teachers (N=24) and their interpretations of a two-week summer institute intended to change their treatment of scientific knowledge and assessment strategies at the classroom level. Contains 31 references. (DDR)

This Association for Childhood Education International (ACEI) position paper identifies the curricular areas that should be addressed in a program intended to prepare teachers of children birth through age 8. Outlines preferred knowledge in the following areas: general education, foundations of early childhood education, child development, the…