To determine how knowledge acquisition contributes to the process of learning to teach, researchers collected data about preservice teachers' knowledge of classroom management. Concept maps and interviews showed change over time, with turbulent, idiosyncratic change influenced by program experiences. Students emphasized clinical experiences as the…

Explores the dynamics in the loci of commitment of several participants in a university-level biology course developed for elementary school teachers. Concentrates on two instructors with almost opposing loci of commitment. Contains 19 references. (DDR)

Presents and recommends the rationale for a primary science curriculum characterized by reduced content, breadth and balance, and a focus on investigative activities. Contains 128 references. (DDR)

Outlines a teaching strategy designed to promote hands-on, inquiry-type learning. This strategy is based on constructivist principles and reflects much of the current understanding of how children learn science. Contains 31 references. (DDR)

The National Council of Teachers of English's (NCTE) Reading Initiative is a professional development process that engages teachers in a study of the theory, knowledge base, and practice of teaching reading. This work is accomplished: through long-term professional development; with the support and resources provided by an expert NCTE literacy…

Explores what the "knowledge base for school learning" described by M. Wang, G. Haertel, and H. Walberg might mean for education by describing some cases of school learning from fieldwork in elementary schools. The focus is on psychological dimensions of school learning. (SLD)

Reports on a study that examines the ways in which three prospective teachers approach representing science content within the context of their student teaching experiences. (Contains 51 references.) (DDR)

A relationship exists between children's interest and investment in their school work and teachers' repertoire of techniques for engaging them. New teachers need to develop varied teaching strategies and be provided with an interconnected support system, innovative preparation programs, mentoring opportunities, ongoing professional development,…

This booklet features eight K-6 teachers from the region served by the Northwest Regional Educational Laboratory (NWREL) whose work illustrates research-based principles of how children learn to read and write and the environments that support that learning. (These principles were presented as 13 core understandings about learning to read in…

Reports a study that investigated the effects of professional coursework and clinical experience on the development of preservice teachers' knowledge. Surveys supported the contribution of professional coursework to the development of pedagogical knowledge but showed limited support for the contribution of student teaching. (SM)

This paper describes the development of a course that would improve instruction for preservice teachers and for elementary school students through "real world" integration of reading and the related processes of listening, speaking, and writing. "Integrated Language Arts Instruction in the Elementary School" is presented as a model for field-based…

This study examined the technology preparation component of two University of Houston-Clear Lake (UHCL) preservice teacher education programs: the traditional teacher education program and the Teacher Education Advancing Academic Achievement Model (TEAM) Collaborate teacher education program. Some characteristics of TEAM were: a year-long site…

The use of coaching to bring research-based teaching practices into general education classrooms to improve reading instruction for students with learning disabilities is explored. Twelve elementary teachers were trained and mentored by consultants and two special education coaches. Special and general educators conceptualized teaching differently…

Describes curricular standards that concern teachers and teacher educators. Argues that reforms are based on changing images of good teaching, aimed at undetermined and uncertain aspects of teaching, and that little theory exists concerning how new teachers learn to teach. Proposes several areas of investigation as teacher education programs are…