This article addresses research preparation for graduate students. A major assumption is that preparation needs to be differentiated based on a student's goals. Since this is a personal proposal for research preparation, based on experience and the literature, I begin the article providing my perspective since that frames what follows. The next…

This description of the model used to teach instructional development to teachers at the University of Kentucky includes strategies and approaches used in the course; exercises, projects, and activities used in the class; and copies of forms and handouts used by the class. Alternative teaching materials, primarily textbooks, are also described.…

This paper describes efforts to develop a social studies methods course based on a foundation of critical theory in education. The literature concerning critical theory is discussed. Critical theory focuses on three areas of educational thought: (1) the relationship of school to society; (2) conceptions of knowledge and curriculum; and (3) the…

Defies the assumption that laboratory teaching skills are gained by preservice secondary science education majors through their undergraduate science programs, and presents expertise areas which every teacher should possess. Outlines activities for each skill which can become part of a methods course under the direction of science educators. (DH)

This report presents findings from a 2006 national survey of all Title IV degree-granting 4- year postsecondary institutions on how teacher candidates within teacher education programs for initial licensure are being prepared to use educational technology once they enter the field. The "Educational Technology in Teacher Education Programs…

Asserts that social studies or history methods textbooks do not enjoy the same popularity among teachers they once did. Reviews five texts used prior to 1910 and maintains that each contributed to the traditional history curriculum. (CFR)

Reports on a study of teacher education programs for science teachers in New England. Focuses on data regarding the amount and types of science content and secondary science methods courses, program emphasis in science content, science processes and methods, science teaching techniques, and effectiveness of science preparation. (TW)

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)

Contends that, in the last decade, there has been increased respect for teachers' practical theories about teaching and learning. Discusses preservice art teacher education and aspects of reflective teaching. Describes the use of student journals in an art methods course and presents quotes from the journals. (CFR)