A national survey of school districts last fall by the Center on Education Policy found that fewer than half of the districts had planned professional development aligned to the Common Core State Standards this school year. The challenge of getting the nation's 3.2 million K-12 public school teachers ready to teach to the standards is enormous.…

This dissertation dually explores the topics of classroom management theory as it occurs in teacher preparation programs in American colleges of education and of curriculum syllabus design of undergraduate education classes teaching such. It begins with the classroom management and teaching pedagogical knowledges gained through my experience as a…

When Geometry teachers pose proof problems to students, it is the teacher who provides the givens and the statement to be proven; we hypothesize that teachers of geometry recognize this to be the norm. This study examined teachers' decision-making in regards to the posing of a proof problem, and whether recognition of this norm accounted for the…

This paper reports on initial data from teachers at an Australian Year 9-12 secondary school which is attempting to implement a project-based learning model across the entire curriculum. The eight teachers had diverse prior teaching experiences, including work in primary schools, special education, Year 7-10 secondary schools, and technical and…

This theoretical paper offers a conceptual interpretation of the Technological, Pedagogical, and Content Knowledge (TPCK) framework to include the role of context within practical classroom applications. Our interpretation suggests that the importance of these three knowledge bases fluctuate within each stage of teachers' planning and instruction,…

This study focuses on quantifying the quality of mathematics teaching in 183 randomly selected sixth grade classrooms: 100 from the North West province of South Africa and 83 from South East Botswana. The teaching quality is measured by coding videotaped lessons for three different components: mathematical proficiency, level of cognitive demand,…

A teacher education program offers opportunities to learn (OTL) consistent with its vision of what teachers need to know and be able to do. The "Teacher Education and Development Study: Learning to Teach Mathematics" of the International Association for the Evaluation of Educational Achievement provides, for the first time, the…

When teachers start their first positions, they enter schools armed with what they believe are the most important elements of teaching: lesson plans, teaching strategies, good classroom management, and effective instruction and assessment. They usually feel confident about their content area knowledge and believe that if they follow the…

The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education…

An external panel that includes several prominent critics of teacher education has been tapped to craft the performance standards for the Council for the Accreditation of Educator Preparation (CAEP), the new organization's leaders announced last week. Among the standards under consideration: how programs ensure that candidates know their content;…

Pedagogical content knowledge (PCK) has particular relevance for understanding the factors that contribute to high-quality teaching behaviors. This study sought to explore the relationship between teachers' PCK and students' opportunities related to learning outcomes in primary school physical education (PE), during ball game instruction. Data…

Attending professional development programmes can support teachers in applying new strategies for teaching mathematics and statistics. This study investigated (a) the extent to which the participants in a professional development programme subsequently used the techniques they had learned when teaching mathematics and statistics and (b) the…

The purpose of the authors in this review is to examine how teacher-related, context-related, and project-related conditions interact in successful cases of technology integration projects in social studies classrooms. A close examination of different dimensions of these conditions in the implementation of 33 successful cases of…

Against a background which recognises pedagogical content knowledge as the distinctive element of teacher competence/expertise, this theoretical essay argues for its central construct--that of transformation--to be understood by teachers and teacher educators in psychological terms (as was originally proposed by Dewey). Transformation requires…

The relationship between primary teachers' subject knowledge and their approaches to teaching is an ongoing concern. This study reviews the relationship between prospective teachers' subject knowledge in the topic of area and their approaches to teaching that topic. The research presents case studies of four primary prospective teachers on a…