Outlines a research methods course which stresses experiential learning through a variety of projects in which students learn the major aspects of experimentation. An in-class study, research project, proposal, and class analysis are discussed. (KC)

This description of a process used in a social studies methods course presents an experiential approach to helping students learn power sharing and decision-making skills. By leaving students alone with instructions to decide cooperatively on desired class changes, type of evaluation, and leadership, students gain experience in negotiation and…

Research has shown that elementary teachers are mathematics anxious, and that this anxiousness can be transmitted to their students. Therefore, many students are not afforded the opportunity to participate in a comfortable mathematics environment. Preservice elementary teachers (n=63) reported their pre- and posttest mathematics anxiety using the…

To obtain practical experience, a research methods class at the University of Colorado (Colorado Springs) undertook a special project to help a nearby county (Park County), assess its planning needs. The county was chosen for its characteristics as a rapidly growing rural area faced with the problems created by mounting population pressure on…

Reports on a study of early field experience activities in 22 teacher education programs. Concludes that the goals of most field experiences programs are seldom achieved. Recommends more institutional support and field experience assignments geared to self-reflection and analysis. (CFR)

Presents an interview with Phil Nyden, a professor at Loyola University (Illinois). Describes his qualitative methods course. Includes his suggestion of a group project rather than individual research projects enabling students to focus on methodology rather than substantive issues. Lists course objectives: learning qualitative methods, applied…

The purpose of this study was to investigate whether the field experience component of an undergraduate science methods course for preservice elementary school teachers was effective in: (1) shifting student concerns about science teaching from concerns about themselves to concerns about the impact of inquiry-oriented science programs on pupils;…

During a six-week methods course for preservice elementary school teachers, student pairs were asked to solve a problem and record their experiences in a dairy. Presented are the dairy entries of two students as they worked on determining the number of squares that can be formed on a five-peg geoboard. (MDH)