Longitudinal research is needed to investigate the effect of science teacher education programs. The impact of the program may not be evident until two or three years after the experience. This type of research can also assist in planning interventions and professional growth opportunities. Universities often do not take responsibility for…

A study examined items selected by preservice teachers for inclusion in an assigned portfolio. Twenty-nine third-year and twenty-eight fourth-year preservice elementary school teachers in a science methods course were asked to complete portfolios that reflected course competencies. Seven items, on average, were selected by each cohort, with 76% of…

To get a preliminary understanding of how mathematics methods courses are taught, this study examined course syllabi from as wide a range of public and private universities as possible. Mathematics methods course syllabi from 200 randomly selected members of the Association of Mathematics Teacher Educators (AMTE) were requested. Following the…

The goal of this dissertation is to clarify the perceptions and concerns that methods faculty at a university located in the Midwest have about integrating instructional technology into their courses along with their current use of technology. Ultimately, this study aims to generate strategies to support methods instructors in their efforts to…

Reports on the Cooperative Teacher Education Program (CTEP) conducted by the University of Illinois College of Education in cooperation with suburban school districts 214, 25, and 59 near Chicago. (RB)

The purpose of the article is to underscore strong points for the junior college instructor to use in coming to terms with local or regional four-year schools. (Author)

The author argues the affirmative but warns that the teacher must act at all times as an objective professional, and not indoctrinate students with his own political or philosophic beliefs. (MM)

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

Attempts to determine the relationship between elementary school teachers' theoretical educational framework and a formal methods course in teaching elementary school science. The initially logically consistent student teachers did not show any change as a result of having the course. The group which had not been logically consistent initially did…

A paper presented at annual Conference on English Education, National Council of Teachers of English (8th, Des Moines, Iowa, Spring 1970); includes four sample modular learning activities." (Editor/Author)