What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this…

Reports on a study of 475 choral music directors to determine measurable dimensions of choral music teaching style, identify teaching styles and develop a reliable and valid self-report instrument for assessing teaching style. Identifies 11 choral music teaching styles based on performance, music concepts, and student independence. (CFR)

As a result of the pressures of educational reform and high-stakes assessment, some schools run the risk of foregoing active, student-centered learning activities for building test-taking skills and the memorization of discrete facts (Gredler, 1999; Jackson & Davis, 2000). Coupled with the additional pressure to fulfill the expectations of…

The purpose of the paper is to examine potential reasons for the lack of influence that reflective inquiry has had on social studies theory and to suggest an alternative perspective. The first two sections of the paper discuss the reasons for reflective inquiry's failure to impact on practice and include: (1) the interpretation of the inquiry…

Reports on a research development model designed to improve the teaching and learning of mathematics in the Dominican Republic. The model drew heavily upon the Missouri Mathematics Project. Discusses innovations in curriculum development, classroom instruction, and inservice teacher training. Includes statistical tables on student achievement and…