This mixed methods study explored elementary teachers' (n = 73) experiences with and perspectives on the recently implemented Common Core State Standards for Mathematics (CCSS-Mathematics) at a high-needs, urban school. Analysis of the survey, questionnaire, and interview data reveals the findings cluster around: familiarity with and preparation…

Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links…

Researchers observed 28 university faculty in graduate and undergraduate science and mathematics courses in a three-year, longitudinal study of teaching. Subjects were selected from five higher education institutions in the state where faculty had a two- to five-year association with a reform-based NSF professional development program. Observer…

This article is about an investigation of six middle school science teachers' beliefs and instructional practice about the coherence of the science they teach as articulated by National Science Education Standards (NRC, 1996). Many well intentioned reform efforts focus on improving content knowledge of teachers, but many classroom teachers…

An important goal of mathematics education reform is to support teacher learning. Toward this end, researchers and teacher educators have investigated ways in which teachers learn about mathematical content, pedagogical strategies, and student thinking as they implement reform. This study extends such work by examining how one elementary school…

Proposes methods to improve scientific literacy in the United States by integrating science, mathematics, and technology in instruction that combines subject matter and pedagogical knowledge. Suggests seven steps leading to scientific literacy. (MDH)

Reports a case study in which a first-grade teacher's instructional decisions were affected by the pedagogical content knowledge concerning problem solving received during a four-week summer workshop on teacher's beliefs about teaching in conjunction with the teacher's beliefs that students can solve any problem they are given. (MDH)