A measurement inventory was administered to 357 elementary school teachers in Virginia. Items with which they had the greatest and least difficulty are noted. The 36-item inventory is included. (MNS)

Offers three guidelines to aid teachers in selecting effective contingency management programs, based on degree of positiveness, effectiveness, and costs to teachers and parents. Describes how to use a simple home-based program, which resulted in successful reduction of mild classroom disruptive behavior. (JAC)

Surveyed 114 teachers (100 percent response rate) associated with exemplary elementary science programs on longevity, confidence, professional involvement, familiarity of curricular materials, inservice, and teaching methods. Comparison with a national sample indicates these teachers have long-term program involvement, a great deal of confidence,…

Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

Misconceptions of volume and surface area were identified for 125 preservice elementary teachers enrolled in a freshman basic skills science course, and interviews were conducted with eight students. A large percentage did not understand the concepts of volume and were unable to distinguish volume from surface area. (MNS)

This document is designed to show the connections between assessment tools available for primary and intermediate grades in the Kentucky public schools. Sections of the document outline the essential assessment tools and give information about how they support and mirror each other. These tools can be used to bridge the knowledge of primary and…

A conference between a teacher and supervisor is described to model for a successful postobservational conference. Interaction between an elementary schoolteacher and a science supervisor is specifically detailed. (MP)

Presents 80 quick activities that elementary teachers can use to get to know their students, reward good work, communicate with parents, brush up on basic skills, spruce up the classroom, pamper themselves, or publicize the school. (SJL)

Presents tips to teachers on preserving their enthusiasm, organizing their time, maintaining class control, boosting school morale, and maintaining public support. (Editor/SJL)

Describes a University of Alberta course for prospective elementary art teachers, which used as its theme the International Year of the Child. (SJL)

Cooperative classroom planning can provide the pupils many opportunities to learn how to plan together, make decisions together, evaluate experiences together, and get along with each other. (JD)

Offers three simple strategies for storing and managing hands-on learning materials in the classroom. The strategies include a checklist of storage solutions for the materials, a description of creative hands-on learning centers, and a list of strategies for managing students' use of hands-on materials. (SM)

The seasonal activities presented are: observing herbs to encourage use of the senses in writing; watching a jack-o'-lantern wither to learn skills in writing details; and building snowmen to learn to explain a string of events in writing. (SM)

Five strategies to help elementary teachers encourage a love of reading in their students are showing how reading fits into one's life, identifying all children as readers, focusing on good reading experiences, pointing out when reading works, and encouraging talk about books. A sidebar provides suggestions for positive reading reinforcement. (SM)

Examines the possible advantages of subject area specialists for elementary science. Discusses four different implementation models: (1) Physical education teacher model; (2) Media center model; (3) Departmentalized model; and (4) School-within-a-school model. (YP)