The issue of special needs and the English Language Learner is a complex and complicated one. It involves all of the issues that education for children with special needs has, such as legal issues, psychological issues, parental involvement issues, and the involvement of general education classroom teachers. These issues are intertwined with those…

At the most basic level, autism is a neurological disorder that most likely involves a distinct abnormality in brain structure and affects a child's abilities in two areas: communication and social development. It also is marked by repetitive or stereotypical behavior. Because of the variability in the causes of deafness as well as…

Research on curricular choices has attracted widespread attention and merits increased investment by the research community. Multiple studies, publications, conferences, and a multicampus center (The Show-Me Project, n.d.) speak to the need to discuss what is taught in the classrooms and to whom, how, and when. Since the 1990s, with the creation…

Teacher educators may have different views on what constitutes knowledge base for teacher education. Most of them, however, would agree that field experiences are indispensable for shaping and maintaining high-quality teachers. Unlike teacher training courses in the UK and US, fieldwork components are not always an option in Taiwan. This study,…

This paper offers a reliability analysis of the teacher questionnaire used in the Teacher Education and Learning to Teach (TELT) Study conducted by the National Center for Research on Teacher Education (NCRTE). Data for the study were collected from 648 teachers and prospective teachers at 11 teacher education program sites throughout the United…

Numeracy can be defined as having the competence and disposition to use mathematics to meet the general demands of life at home, in paid work, and for participation in community and civic life (Willis 1992). An important aspect of developing the capacity to use mathematics in everyday life is, for students at school, to use mathematics to meet the…

The Mathematics Teacher Preparation Content Workshop, held March 19-21, 1999, focused on two questions: (1) What is the mathematical knowledge teachers need to know in order to teach well? and (2) How can teachers develop the mathematical knowledge they need to teach well? Chapters include: (1) "Knowledge of Fundamental Mathematics for Teaching"…

This document presents papers from a National Science Foundation (NSF) working conference to identify research issues and implementation strategies that support quality classroom assessment. Papers include: (1) "Understanding and Improving Classroom Assessment: Summary of Issues Raised" (George W. Bright and Jeane M. Joyner); (2) "Recommendations…

An experimental course, "Thinking about Writing," was started in 1999 at the University of Dundee and ran for three years across the first half of the B.Ed. Degree course for two consecutive years. The unit's focus was on a metacognitive approach to understanding writing, particularly knowledge about writing and monitoring of the writing…

This study addresses the question of how pre-service elementary teachers can be induced to change their attitudes to mathematics. Pre-service elementary teachers want to get mathematical answers right. They want to know which formulas to use, and how to get the correct answer. The paper presents transcriptions of student writing that illustrate…

This study was designed to investigate how a sample of primary student teachers developed their understanding of scientific ideas, their perceptions of the knowledge that they needed to teach the school curriculum, the sources of their learning, and their views on becoming teachers of science. Focus is placed on their own understandings of their…

This booklet describes and explains the National Council for the Social Studies (NCSS) national standards for social studies teachers; which were approved by the NCSS Board of Directors on April 27, 1997. The booklet consists of two general sections: (1) an introduction, which contains, in addition to an overview, information about the background…

Reports on a qualitative study which shows that teachers' environmental beliefs, knowledge, skills, and environmental programs provide evidence of the way they view environmental education, including possible difficulties within their programs. Findings indicate that researchers need to consider more carefully the limits of the teaching practice…

This joint statement of the Council for Exceptional Children (CEC) and the Council on Education of the Deaf (CED) presents standards for preparation of teachers of the deaf. The standards address eight categories of knowledge and skills, such as learner characteristics; assessment, diagnosis, and evaluation; and instructional content and practice.…

Challenges historical power relations, which have valued academic knowledge over teachers' experiential knowledge, asserting that such experiential knowledge should be considered legitimate; noting the need to assess knowledge produced by teachers and academics and offer apparatus for conducting such assessments; and recommending that by…