Getting to the Fourth Year is a study being conducted by the Teacher Research Network (TRN) in Minnesota. The TRN was established in 1998 by five higher education institutions that collectively prepare about 75% of all K-12 teachers in the state. The vision of the collaborative was to begin the process of transforming teacher education in…

The purpose of this study is to create a model that depicts the beliefs and other factors that influence secondary biology teachers when they incorporate newly acquired subject matter knowledge into the planning and instruction of an existing curriculum. Genetics content from Biology Update 1 and Secondary Biology Laboratory Curricula (SBLC) was…

Close collaboration between professional educators in the interests of students must be supported and maintained if an equitable environment is to be created in schools. This paper describes a novel approach to the preparation of science and special education teachers in constructing curricula for science classrooms that include students with…

This paper evolved from a conference panel presentation on the preparation of prospective high school history teachers. The four papers excerpted here are entitled: "Using History Departments to Prepare Secondary Social Studies Teachers: A Challenge for the Profession in the 21st Century" (Donald Schwartz); "Why and How Should History Departments…

The professional development of teachers is a crucial element of the nation's efforts to improve education. In recent years, these efforts have sought to foster high standards for teaching and learning for all of the nation's children, and almost all states have met federal requirements for developing challenging statewide content standards.…

The comprehensive review of Nevada's Competency Testing Program for Educational Personnel grew out of a study which followed a cohort of new teachers over 2 years to determine their test-taking experiences. Results suggested a need to investigate the program and its scope, implementation problems, and relation to other educational entities such as…

This collection of research instruments, together with a user's guide, is a supplement to the final report of the Salish I Research Project. The Salish I Research Project was an exploratory study conducted by a national collaborative to uncover knowledge about the relationships between secondary science and mathematics teacher preparation, new…

Over the past five years, Pesek (Simoneaux), Gray and Golding have been actively involved in the Louisiana Systemic Initiative Program (LaSIP) and the Louisiana Collaborative for Excellence in the Preparation of Teachers (LACEPT) grants through Southeastern Louisiana University. Through these grants teachers from the region are inserviced on…

Mathematics professional communities were urged to make a strong, coordinated, and visible commitment to strengthening the mathematical preparation of elementary teachers. The Texas Statewide Systemic Initiative (Texas SSI) recommends that teachers complete a minimum of nine credit hours in mathematics. Texas SSI further recommends that these…

This paper identifies existing and potential measures of teacher qualifications as a single aspect of teacher quality, emphasizing their underlying rationale, ways to use them, and availability and quality of data collected from various sources. It categorizes types of teacher qualification measures, discusses data sources, and notes availability…

This issue brief examines the knowledge and skills teachers need in order to teach in an environment of accountability and standards-based reform. The Education Policy Reform Research Institute (EPRRI) conducted a national symposium that resulted in the identification and validation of essential knowledge and key skills that all educators need to…

In spring 2004, more than 1,200 teachers and principals in Tennessee participated in online professional development as part of the state?s Reading First grant. The opportunity also allowed the state to investigate the possibility of using online professional development to help teachers meet high-quality teacher requirements. Staff at the…

Explores the language used by teachers to denote various forces and investigates possible misconceptions they might hold about force and motion. Results indicate that biology and chemistry specialists hold the most misconceptions. Contains 17 references. (DDR)

Proposes three thought experiments on various contexts of teaching mathematics. The experiments are intended to raise questions about the mathematics curriculum and to engage discussion about what topics should have high priority in arithmetic teaching. (DDR)

Discusses the role of classroom research in scholarship concerning learning and teaching at the college level. Identifies a shift from assessment for accountability to assessment for improvement to attention to roles of college faculty. Shows how use of classroom assessment techniques as part of a classroom research program can immediately improve…