Complaints have been made that in teacher preparation programs foundations courses are practically irrelevant and methods courses intellectually unchallenging. Prospective teachers should understand that an extensive grounding in the psychological, historical and sociological foundations of education prepares them to make effective decisions on…

Proposes a new approach to reading education that encourages active student participation. Offers three advantages and three potential criticisms of the case method approach, as well as advice on using this approach in undergraduate and graduate courses. (MG)

This article describes the peer and self assessment procedure implemented in the secondary methods classes at Central Michigan University. Students use a data-based assessment instrument to assess videotaped micro-peer-teaching presentations made by themselves and other students. (IAH)

Evaluates the process and the use of self-assessment portfolios as an assessment instrument in one undergraduate literacy methods class. Discusses four major categories of results: strengths of the process, strengths of self-assessment portfolios as a form of evaluation, concerns/difficulties with the process, and concerns/difficulties with…

Presents profiles of two instructors of elementary art methods courses for preservice elementary teachers, offering two possible scenarios in which they might find themselves. One scenario presents contradictory realities and contexts, while the other scenario discusses celebration of the artistry within teaching. (SM)

Investigates differences in perceived inservice needs of veteran and nonveteran biology teachers as recommended by the National Research Council. Veteran and nonveteran teachers chose differing subjects for which mastery courses should be taught. Nonveteran teachers perceived a greater need for science teaching-methods courses. (LZ)

Presents to science teacher educators information from the second language acquisition literature that is useful in understanding the linguistic needs of second language learners in today's classrooms. Examples of how this material can be incorporated into science methods courses is included. (LZ)

Describes interpretations of one preservice elementary physical education teacher, who preferred received knowledge (i.e., coming to know by listening to others) to experiences in reflection (lesson and unit instruction, dialogue journals, and class discussions) that occurred during a methods course. Only slight changes in reflective abilities…

The elementary teacher education programs at Ball State University, University of Toledo, University of Georgia, Eastern Michigan University, Utah State University, Austin Peay State University, and University of Southern Mississippi are described. Each includes special science courses for teachers, appropriate methods courses, and opportunities…

Presents a first-hand account of an experience in team teaching a methods course in physical education teacher education, focusing on the conceptualization and implementation of reflective teaching in physical education. The paper offers data from preservice teachers' journals and observations and recollections of in-class discussions. (SM)

Describes the creation of a high school general music class by a university methods professor, a graduate assistant, and a high school choral director. Explains that the class used university methods class students to serve as guest lecturers and performers in the high school course. Discusses evaluation, benefits, and suggestions for creative…

Describes a course about interpretive research methods. Argues that the course is different than many methods courses in that it does not ask students to conduct field research, but rather, to read ethnography and focus on why ethnographers do what they do. Considers a unit about validity in detail. (DSK)

Responds to commentaries about the author's article "Teaching about Validity." Links these commentaries and the original article to suggestions for curriculum design in teaching about qualitative research methods. Discusses the idea of "meaning making" as a possible way to integrate the approaches described in the commentaries and original…

Describes an experiment designed to introduce aspects of quantitative reasoning to a large, substantively-focused class in the social sciences. Reveals that participating students' abilities to interpret and manipulate empirical data increased significantly, independent of baseline SAT verbal and mathematics scores. Discusses implications for…

Gives recommendations based on participant feedback for improving the way the Internet is integrated into teacher-education programs and social studies methods courses. Asserts that social studies professors must foresee the challenges (technical problems, fear, frustration, or gender bias) and overcome them so all preservice teachers have…