Describes a course designed to provide the student with the necessary motor skills and attitudes to treat the actely ill. (HS)

The establishment of the European Higher Education Area has involved specifying lists of professional competencies that programs are expected to develop, and with this the need for procedures to measure how every course within a higher education program is aligned with the program's competencies. We propose an instrument for characterizing this…

This paper summarizes one semester's use of a class LISTSERV with a graduate elementary science education course (n=9). Data were collected on student comments regarding the class LISTSERV from nonstructured interviews, E-mail inquiries, and an end-of-semester questionnaire. Student feedback indicated that student interest in communication…

Northeast Louisiana University's Professional Semester began in 1976 to respond to a need for more practical application of what was taught in the required methods courses of the elementary education degree program. It was designed to avoid duplication of generic activities and to let students apply theory and teaching techniques in the classroom.…

Finds that, among 40 teachers enrolled in a special education methods course, there were no differences in learning performance between on-campus students and distance learners reached by two-way interactive television, but the remote group gave lower course evaluations, particularly in the area of provision of feedback. (SV)

A study assessed whether means for student evaluations of instruction tended to be lower in research methods classes than in other communication classes. Questionnaires were sent to 126 communication departments listed in the 1993 Speech Communication Association Directory and which were thought likely to require undergraduate research methods…

Teacher educators from the preservice programs in the Teacher Education and Learning to Teach Study were interviewed about the purposes of their methods courses, using an interview schedule constructed around individual course syllabi. The respondents seem to have complex, hazy, and perhaps unconscious purposes for these courses. Many of the…

The purpose of this study was to determine the relationship between student conceptual level and attitudes toward four methods course components: theory, content, method, and experience working with children. Research findings have indicated that a match between student conceptual level and course instructional mode result in significant…

Assesses the overall impact of the University of Illinois at Urbana-Champaign microteaching model as perceived by secondary teacher candidates. Reports that teacher candidates found the model effective for improving their understanding of the different teacher- and learner-centered teaching techniques. (MM)

Preservice teachers, asked to evaluate components of a social studies methods course, rated theory as the least important element, behind methods, field experience, and content. Younger, less experienced preservice teachers considered theory more valuable than others did. (PP)

The Roosevelt University College of Education conducted two studies to reevaluate its preservice course content and the effectiveness of its program in light of PL 94-142. Results are summarized in this article, one of seven in this issue describing Dean's Grant programs for preservice training in PL 94-142. (SJL)

Describes how learner diaries were used as a means for evaluating a teacher-training course. Records how data from the diaries was categorized and interpreted, and discusses some of the issues for this particular type of course that the evaluation has revealed. (Author/VWL)

Several surveys of students enrolled in elementary school mathematics methods courses provided the background for a pilot study of attitudes on teaching elementary mathematics. In a discussion of the literature on the subject, the importance of teachers' attitudes and their influence on children's attitudes is stressed. Two exploratory studies of…

Prospective elementary teachers were surveyed at the conclusion of the course "Methods and Materials for Teaching Elementary School Mathematics" and one semester later at the end of their student teaching experience. The study attempted to determine if the goals and objectives of the course were met and to examine the recommended emphasis for the…