Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their…

This ethnography explores the locally defined and culturally negotiated roles and responsibilities of elementary science specialists (ESS) in three New York City schools. Drawing upon interviews with ESS, classroom teachers, and building administrators, this study examines the roles and interactions of ESS with regards to instruction, support, and…

STEM education should be grounded in our knowledge of how students think in STEM-focused learning environments. However, little is currently known regarding specific types of thinking in these contexts. We explore the theoretical notion of STEM Ways of Thinking (SWoT) in interdisciplinary learning situations. Our primary focus is not on the…

The coaching cycle has been identified as a productive activity in which coaches can engage teachers to support teacher learning. Previous research has primarily focused on exploring teachers' learning opportunities during the planning meetings and enacted lessons, while reflection meetings have been left relatively unexplored. In the current…

This model is useful in identifying specific learning problems and in providing techniques for the teacher to motivate and teach students at all levels. What it is and how it can be used are discussed, illustrated by specific strategies for geometry and science. (MNS)

Reviews the implications which the advent of the computer has for mathematics education in instruction, learning, and curriculum. The activities described are either representative of those occurring at present or very shortly to be realized. (PR)

Equipment and procedures for converting a conventional laboratory to an audio-tutorial learning center are described. Suggestions for selecting audio-visual hardware are then specified, but production of instructional materials is not included in this article. (DF)

Guidelines for use in developing materials for programed instruction are discussed, and examples of techniques are provided. Pros and cons of programed instruction are listed. (SD)

The development and evaluation of programed materials require a consideration of the relation between student characteristics, nature of the subject matter, and programing variables. (Author/CP)

Students in a high school biology course were assigned to an audio-tutorial instruction group or a group classroom situation for a three-week instructional unit. For each group scores on a unit test were correlated with scores on standardized tests. (SD)

Reviews the need for independent study in science and suggests that independent study should be used in combination with other modes of instruction. Gradually increasing independent study seems more effective than beginning all at once. Considers the role of the teacher, classroom environment, computerized instruction, and includes suggestions for…

Discusses a method for individualizing elementary arithmetic so that destructive competition is eliminated, failure is minimized, and positive attitudes increased. Emphasis is placed on competition which matches a child with himself, with progress measured by the growth of the child. Considers suggestions for organizing class, correcting papers,…