The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that…

This article describes the methods and impact of a student-teacher-scientist research partnership on student attitudes. The partnership objective was to teach students about the diverse roles of sharks in the marine environment while personally connecting students with scientific study. Students (N = 229) participated in lessons about shark…

An individualized mathematics program for eighth graders is described. The program includes the use of diagnostic testing, individual learning prescriptions, commercially-prepared materials, weekly progress checks, and three instructors. (MN)

Seven teaching style components and alternatives associated with each component are presented and described. The information is supplied as a tool to make operational descriptions of alternative teaching styles. (MP)

Alternative techniques are suggested to some of the conventional approaches to teaching problem solving. Three general, conventional approaches are noted, and the nature and use of visual thinking is detailed as the fourth alternative. Examples of lessons with fifth graders using the fourth approach are provided to promote this method. (MP)

A field-based program for elementary education majors is described. Details are given concerning the elementary science methods component of the program. (DT)

An overall teacher preparation program is described. The content of the elementary science methods component, a list of proposed student competencies, and five assignments given to students are discussed in detail. (DT)

The paper describes cooperative school/university science teacher training program that is evolving at Indiana University. It requires approximately four to five semesters of study. (Author/CP)

This report is based upon three weeks of intensive observations of Polish classrooms from primary to university mathematics. A high level of mathematics content compared to North American schools, a high level of teacher dominance, and the use of specialists in grades 5-12 were among the points noted. (MP)

The efforts of three science teachers in individualizing an existing eighth grade physical science program are analyzed. The individualized program utilizes team teaching, student choice in selecting contracts, and extension of the standard eighth grade physical science curriculum. (MN)

Describes a sixth grade program in which science and mathematics are integrated and emphasis is given to providing students with individual attention. (JR)

Describes a two year trial course in curriculum and instruction of science and mathematics at California State College at Bakersfield. The course attempts to unify the two disciplines for the prospective elementary school teacher in terms of theory of learning and strategies of instruction. (JR)

The activities of a teacher who developed and piloted an eclectic model in an eighth grade mathematics classroom are described. Peer tutoring, cooperative learning, and mastery learning elements were selected and combined into a classroom program designed to increase student mathematics success. (KR)