The novel is important to teach; there is no one novel, though, that every student needs to read; flexibility and ingenuity are called for. (JH)

Unfortunately, most college students learning to be teachers learn methods from their English professors, and this can be changed only by extensive experiences in group-centered classrooms. (JH)

To train teachers through mere apprenticeships would be an unhealthy over-reaction against excessively scholarly emphases of the recent past. (JH)

Intended for teacher educators in reading, this paper provides criteria for evaluating texts for reading methods courses. The first part of the paper discusses some considerations in choosing a text, including course format, how frequently the text will be used, and whether the text will be a supplemental, companion, or principal resource. The…

A competency-based methods course for preservice secondary mathematics teachers is described. Ten competencies, or skills, are identified as necessary for the successful teaching of mathematics. Each student either tests out of or works through a series of modules associated with each skill or competency. The objectives may be either knowledge,…

This paper is a detailed description of the foreign language methods course at Eastern Montana College. It is designed as an aid to teachers and curriculum planners who need practical suggestions about the format of a methods course. The paper begins with the course description that appears in the Eastern Montana catalog. This is followed by the…

Most reading methods courses do not provide many experiences in children's literature. Because teachers have experienced an elementary school setting in which free reading was discouraged, and because teachers teach as they were taught, this trend continues. The need for a second reading course at the undergraduate level is clearly apparent.…

Reported is a study designed to determine (1) if there was any significant relationship between elementary teachers' realistic and idealistic attitudes toward selected science-related concepts, (2) if the degree of open- or closed-mindedness of the teachers had any relationship to these realistic or idealistic attitudes, and (3) if instruction had…

This is the report of a study designed to (1) examine the status of teacher-training preparation in the new elementary science programs in methods classes of institutions in Ohio, Kentucky, Pennsylvania, and West Virginia, (2) identify characteristics of the methods courses, and (3) examine opinions of the instructors about the new science…

This paper presents the procedures, findings, and conclusions of a study designed to determine the effects of a modified elementary science education methods course on students' creative thinking, self evaluation, and achievement. While lecture-discussions were essentially the same for both experimental and control groups, the laboratory sessions…

Investigated were the effects of a modified elementary science education methods course on creative thinking, self-evaluation and achievement. Involved were 30 experimental and 39 control undergraduate elementary science education methods course students. Controls were given usual laboratory sessions and written assignments. Experimental…

Two groups of education majors, enrolled in traditional and experimental methods courses, were compared in their knowledge of professional and general educational information, knowledge of the elementary school curriculum, classroom instructional behavior, and adaptability to changing classroom situations. The experimental methods course, prepared…

This dissertation is concerned with the role that close reading (textual analysis of a literary work) plays in the methods, teaching materials, and training of prospective secondary school English teachers. Despite the impact of the movement of close reading in higher education and educators' recent call for its practice in the high school, there…