Analogies are known to foster concept learning, whereas discovery learning is effective for transfer. By combining discovery learning and analogies or similarities of concepts, attractive new arrangements emerge, but do they maintain both concept and transfer effects? Unfortunately, there is a lack of data confirming such combined effectiveness.…

Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self-efficacy. The purpose of this study was to investigate the effects of community-based service learning (CBSL) experiences on preservice elementary teachers' personal self-efficacy…

This article documents the development and use of a survey instrument designed to measure K-8 mathematics teachers' perceptions about discourse in mathematics classes. In particular, the 5-point Likert-type survey sought to address teachers' perceptions of their use of dialogic (dialogue to construct new meaning), univocal (conveying information),…

This survey reports data showing that mathematics courses generally use a modern approach but that there appears to be a slightly increased preference for traditional mathematics. (MP)

Surveys of (n=80) elementary school principals assessing the nature and extent of technology use in elementary mathematics and science found that teachers used microcomputers more in mathematics than in science, and microcomputer and calculator use was more common in intermediate grades than in primary grades. (28 references) (Author/MKR)

The purpose of this study was to determine the concerns of Texas science teachers about the 40 percent laboratory time rule just prior to enforcement and at the end of its first year of implementation. The methodology, results of the first and second years, conclusions, and implications for teaching science are discussed. (KR)

Reports results of a questionnaire given to 113 out of 1,100 Georgia state science teachers conference participants, asking for general demographic information and information about extrinsic and intrinsic factors that influence teachers' decisions to become a science teacher. (MDH)