Most social studies methods course textbooks concentrate on planning, assuming the teacher will operate as his own curriculum developer and packager. Curriculum development projects prepackage materials and often include specific instructions on how to use them. Only a few textbooks and projects incorporate selecting/adapting skill development the…

The effects on student teaching behavior of a relatively traditional, lecture-based, general secondary methods course are compared to the effects of a laboratory-oriented, competency-based course. The classroom performance of two groups of student teachers (30 of whom completed the competency-based course and 40 of whom completed the lecture-based…

The lack of substance in many methods courses stems from the lack of a systematic procedure for identifying specific teaching behaviors. Methods courses in general fail to differentiate between learning and teaching. This paper presents a paradigm which can be used for the systematic identification of effective teacher behavior. The three axes of…

This study deals with a teacher preparation program that consisted of five weeks of methods taken immediately before the interns' student teaching experience. Methods students learned current inquiry techniques including case study, simulation/role play, values clarification, and laboratory lessons. Using instruments for classroom interaction…

In this investigation to ascertain how many colleges and universities throughout the United States require prospective elementary teachers to complete a course in the teaching of reading, a questionnaire was sent to the president of each of 940 institutions. Of 916 responses received, 860 were used for data analysis. Approximately 89 percent of…

The purpose of this study was to assess and compare the effects of two modes of small-group instruction in an elementary science methods course upon the attitudes held by preservice elementary teachers related to science and the teaching of science. Eighty junior- and senior-level students enrolled in a course at Michigan State University were the…

The nature of school career education programs is briefly discussed. The organization of elementary and secondary methods courses to prepare teachers for integrating science or mathematics with career education is examined. (SD)

The integration of instruction on sex role stereotyping into an elementary social studies teaching methodology course is described. The course resulted in students producing nonsexist lessons, as well as achieving the usual methodology goals of the course. (JMF)

A program to improve the writing evaluation skills of prospective English teachers is offered as a supplement to the usual methods courses required. The student is apprenticed to an English composition instructor for one semester, and grades papers, and compares results with the instructor. (JMF)

Urges English educators to develop career-related methods courses and illustrates how career education has been incorporated successfully in the elementary and secondary school English curriculum. (DD)

Describes six texts designed for use in language arts methods courses for elementary school teachers. (DD)

Presents an approach to an individualized methods course in the teaching of reading that includes goals for both knowledge and performance, the development of modules or learning packets, and ways of testing and checking comprehension. Offers suggestions for organizing the course. (JM)

Describes a two-course graduate sequence consisting of a theory and a practicum course designed to help students become effective teachers as well as effective nurses. (TA)

A procedure is outlined which is designed to enable teacher trainees to put into practice certain teaching techniques early in their training in order to make concurrent lectures on principles and methods more meaningful. (RM)