The Israeli high school biology curriculum comprises the Biomind program, in which students are engaged in an open inquiry learning process. The dynamic features of open inquiry often pose challenges to teachers in implementing the Biomind program. The current qualitative research shows that facilitating students in a dynamic open inquiry process…

This paper describes an elective unit in the application of new technologies for pre-service teachers which employed a metaphor of masterclasses in its design to engage the students in value-added interactions around their individual multimedia projects. A masterclass involves the class group auditing an individual's detailed consultation with a…

A study sought to reveal the ideological structure shaping representations of communication theory in contemporary communication theory textbooks. The characteristics of five communication theory textbooks, including such areas as theory inclusion, theory constitution, and theory presentation, as well as disciplinary issues, the concept of theory…

Members of the National Center for Research in Mathematical Sciences Education Working Group on the Teaching/Learning of Quantities began research in 1991 to identify the teacher characteristics associated with individuals considered by their peers as leaders or early adopters--whose mathematics teaching already exemplifies the spirit of the…

The contribution of early education to children's well-being and school success is widely recognized. Effective teachers are the most critical factor in the quality of a child's education. The key to sustaining teacher effectiveness and supporting continuous growth is high-quality professional development. Despite its critical importance,…

Reality-based teaching methods involve the meaningful application of knowledge. The goal of this holistic method is to apply knowledge about specific geographical locations to the curriculum. First-hand knowledge of a location enables teachers to constantly address the student question "Why do I have to learn this?" As a result, students…

The role of teacher's pedagogical content knowledge in social studies is addressed through two case studies: a novice and a veteran teacher. The important difference between the novice and the expert is manifested in content knowledge, a form of teacher understanding that combines content, pedagogy, and learner characteristics. (Author/LMO)

This paper analyses five Mozambican secondary school teachers' professional knowledge about limits of functions. Building up on Even's analysis of SMK [subject-matter knowledge], a new framework has been put together for this analysis. Interviews have been held with the teachers to analyse their knowledge according to this framework. Data suggest…

We examined elementary school teachers' justifications to number- theoretical "for all" propositions and existence propositions, some of which are true while others are false. We also assessed whether teachers regarded their justifications as mathematical proofs. About half of the teachers produced formal algebraic proofs. A smaller number of…

We examined elementary school teachers' justifications to number- theoretical "for all" propositions and existence propositions, some of which are true while others are false. We also assessed whether teachers regarded their justifications as mathematical proofs. About half of the teachers produced formal algebraic proofs. A smaller number of…

This retrospective paper highlights pedagogical approaches that best engaged at risk middle school (sixth grade) males at a private school that opened in St. Petersburg, Florida, in 1997, the year after civil disturbances there made national news. Because of the "treachery" of students' neighborhoods and the isolationist policy of many…

This paper discusses the question, what kinds of learning and new knowledge about content and children's thinking can an innovative curriculum program motivate? Discussion is restricted to whole number operations and how changing knowledge, beliefs, and practice as both an individual and collective problem might be conceived. To the extent that…

This study investigated the development of PCK (pedagogical content knowledge) within a group of 12 preservice chemistry teachers (all M.Sc.) during the first semester of their 1-year post-graduate teacher education program. The study focused on PCK with respect to a central issue in science teaching; i.e., relating macroscopic phenomena to…

This paper focuses upon three recently revised preservice, content-specific methods courses: "Teaching of Middle School Mathematics,""Computing Technology in Secondary School Mathematics," and "Teaching of Secondary School Mathematics." Changes in these methods courses better address and build upon preservice teacher…

Discusses the need for providing graduate teaching assistants (TAs) with training in pedagogy with the focus on preparing the future professoriate. Describes a general TA program for new TAs and a program for biology TAs at Syracuse University. Contains 20 references. (JRH)