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Teacher Education Reform Initiatives and Special Education: Convergence, Divergence, and Missed Opportunities. Literature Synthesis. CEEDAR Document No. LS-3
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Blanton, Linda P.; Pugach, Marleen C.; Boveda, Mildred – Collaboration for Effective Educator Development, Accountability and Reform Center, 2014
Teacher education as a field of study has steadily grown since the press for an identifiable knowledge base first appeared in the 1970s. Almost simultaneously, calls for teacher education reform abounded and have, for more than 40 years, existed alongside the development of research in teacher education. However, these longstanding teacher…
Descriptors: Teacher Education Programs, Students with Disabilities, Educational Change, Change Strategies
The Inquiry Science Implementation Scale: Development and Applications
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Brandon, Paul R.; Young, Donald B.; Pottenger, Francis M.; Taum, Alice K. – International Journal of Science and Mathematics Education, 2009
Instruments for evaluating the implementation of inquiry science in K-12 classrooms are necessary if evaluators and researchers are to know the extent to which programs are implemented as intended and the extent to which inquiry science teaching accounts for student learning. For evaluators and researchers to be confident about the quality of…
Descriptors: Evaluators, Elementary Secondary Education, Knowledge Base for Teaching, Measures (Individuals)
Teachers' Mathematics Knowledge for Teaching and School Context : A Study of California Teachers
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Hill, Heather C.; Lubienski, Sarah Theule – Educational Policy, 2007
This article examines the relationship between the mathematical knowledge of 438 K-8 California teachers and the demographics of the schools in which they work. To measure mathematical knowledge, we used a series of multiple-choice problems meant to represent both the content teachers teach and the specialized knowledge of mathematics that…
Descriptors: Mathematics Education, Pedagogical Content Knowledge, Multiple Choice Tests, Knowledge Base for Teaching
Learning by Doing? Prospective Elementary Teachers' Developing Understandings of Scientific Inquiry and Science Teaching and Learning. Research Report
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Haefner, Leigh Ann; Zembal-Saul, Carla – International Journal of Science Education, 2004
This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science…
Descriptors: Comparative Analysis, Teaching Methods, Science Experiments, Science Curriculum
Quality Teachers for English Language Learners. A Review of the Research
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Tellez, Kip; Waxman, Hersh C. – Laboratory for Student Success (LSS), The Mid-Atlantic Regional Educational Laboratory, 2005
Who or what is to blame for the inadequate quality of English-language learner (ELL) teachers? The general shortcomings in teacher education (both preservice and inservice) with regard to students outside the "mainstream" could be a possibility. The continued low achievement among ELLs and the prospect for continued ELL population growth in U.S.…
Descriptors: English (Second Language), English Teachers, Second Language Learning, Low Achievement
Portfolio-Driven Reform: Vermont Teachers' Understanding of Mathematical Problem Solving and Related Changes in Classroom Practice.
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Stecher, Brian M.; Mitchell, Karen J. – 1995
This study explored fourth-grade teachers' understanding of mathematical problem solving, an aspect of the Vermont portfolio assessment program that has been largely ignored. Teachers' conceptions of problem solving, their knowledge of problem-solving strategies, their selection and evaluation of problem-solving tasks, and their instructional…
Descriptors: Comprehension, Data Collection, Educational Assessment, Educational Change