This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the National Assessment of Educational Progress (NAEP). A set of eight instructional modules was developed and tested. The study involved 7…

Reports on a study that asked 31 inservice secondary science teachers to complete a survey on topics for inclusion in a secondary science methods course. Concludes that the majority of prespecified potential topics were judged important enough by these teachers to warrant inclusion in a methods course, though no individual-added topic appeared on…

Studied differences in preservice elementary teachers' attitudes toward concept science and science processes on the basis of semantic differential score gains in the pre- and posttest design. Concluded that process approach instruction in methods courses was effective in securing changes in a positive direction. (CC)

A methods course was designed with the specific objectives of broadening the future mathematics teachers' perspective of the role of a teacher, and teaching by example what "methods" means. A detailed description of the course is provided. (SD)

To meet the need for reform in mathematics teacher preparation courses, two cycles of changes made in an elementary mathematics methods course are presented. Using action research, teaching approaches were developed, implemented, and evaluated as a meaningful way to continue my professional development. Results suggested that I improved my…