Purpose: This study aimed to examine how physical education teacher education (PETE) programs prepare preservice physical education teachers (PPETs) for implementing health-related fitness testing (HRFT) in K-12 schools from a faculty perspective. Methods: The study applied a phenomenological approach. Seven PETE faculty participated in this…

Interventions focused on bolstering college student study skills--that is, techniques and strategies necessary to prepare for and complete schoolwork and tests (Proctor, Prevatt, Adams, Reaser, & Petscher, 2006; Richardson, Robnolt, & Rhodes, 2010)--have been implemented in a variety of ways, including as part of summer bridge programs,…

This phenomenological study examined the experience of fostering creativity and creative thinking in the classroom under high-stakes testing conditions, as described by teachers at a magnet elementary school in Central California. The tensions between standardization and professionalism, as well as performativity and creativity, served as the…

Standardized tests are under a microscope as states prepare to administer new PARCC and Smarter Balanced tests aligned to the Common Core State Standards. This brief takes on five concerns about testing and is designed to help funders reframe the larger conversation to preserve a critical source of information about school, teacher and student…

Background/Context: The nature of the impact of state-mandated accountability testing on teachers' classroom practices remains contested. While many researchers argue that teachers change their teaching in response to mandated testing, others contend that the nature and degree of the impact of testing on teaching remains unclear. The research on…

This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second…

In this study, we use the US nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort to examine inequalities in opportunities to learn mathematics. Specifically, we examine the characteristics of US students' elementary school math teachers and the instruction they provide. While our findings are consistent with previous…

In the current era of accountability, U.S. teachers face strict demands from No Child Left Behind (NCLB) to ensure that all students' reading achievement meets the requirements of their respective grade levels (Coburn, Pearson, & Woulfin, 2011). These demands are especially stressful when teachers have students who struggle with reading.…

The purpose of this study was to assess the effects of varying instructions and time to respond in administering divergent thinking tests. Variations in testing conditions change the magnitude and nature of the scores obtained. (Author)

Describes a method for improving engineering student performance in large classes, based on Bloom's four variables for improvement of the educational process, which include time, intelligence, testing, and personality. Describes manipulation of these variables for a more effective undergraduate engineering program. (DS)

The adult basic education program of the Texas Extension Division of Texas University was organized to provide educational opportunities for at least 200 undereducated adults, evaluate materials and teaching techniques in actual classroom use, develop a student record and progress chart for reporting and evaluation in local projects, explore…

The status quo in mathematics is not equitable, especially for female and minority students. Some criteria for an equitable mathematics program are given. (MNS)

The literature on effective instruction for difficult-to-teach students is reviewed. Preinstructional variables include classroom management planning and planning for instructional tasks (student assessments, communication of learning goals, pacing decisions, and time allocations). Instructional delivery variables include engagement time, success…

The progress of three groups of university students enrolled in a first-year German course was evaluated after one completed academic year. The achievements of two control groups, a day and an evening class taught by conventional methods, were compared with those of an experimental group taught using suggestopedic methods. Additionally, for the…

These self-paced inservice modules are designed to help part-time vocational instructors learn how to teach. Addressed in the individual modules are the following topics: teaching methods (an overview of teaching, the lecture and discussion method, and the demonstration method); course construction (an overview of course construction and…