Learning environment research should take into account postpositivist ways of thinking to assist students and teachers to construct a more emancipatory learning environment. A critical perspective could lead to research playing a larger role in the transformation of science classroom learning environments. Presented a case study of a middle school…

A comparison of three exemplary teachers and colleagues from the same schools found that the exemplary teachers used effective classroom management strategies, a range of whole-class, small-group, and seatwork activities, kept students on task, and monitored student understanding of content, in contrast to their colleagues. (Author/MSE)

Discusses myths underlying the curriculum, teacher knowledge of the curriculum, and constructivist perspectives of the curriculum that need to be considered if curriculum reform is to succeed. Goals, pedagogical features, a typical session, and field test evaluation results for the ScienceVision hypermedia system are described. Sample screen…

In coteaching, two or more teachers take collective responsibility for enacting a curriculum together with their students. Past research provided some indication that in the course of coteaching, not only the teaching practices of the partners become increasingly alike but also do unconsciously produced ways of moving about the classroom, hand…

In cultural historical activity theory, the entities that make a system are not conceived as independent but as aspects of mediated relations. Consequently, an individual, a tool, or a community cannot be theorized in an independent manner but must be understood in terms of the historically changing, mediated relations in which they are integral…

Five studies conducted in high school mathematics and science classes from 1984 to 1986 are reviewed to better understand teaching and learning processes associated with high-level cognitive learning. Factors that influence the ability to cover the curriculum in the planned time are identified and discussed. (Author/MT)

Explanations are provided for the use of metaphor to make sense of teachers' roles, how belief sets are associated with specific roles and metaphors, and how new metaphors can be constructed to help teachers reconceptualize teaching roles and change instructional practices. (JD)

A study of learning environments involved 20 elementary and middle school teachers enrolled as students in a graduate program in science education. Connecting Communities of Learners (CCL), the predominant means of engaging the curriculum, is described with examples of how different functions are used to facilitate students' interactions, reading…

Examines the difficulties of engaging students who lack motivation to learn and attend sporadically in an urban high school science class. Contains 17 references. (Author/WRM)

Advocates co-teaching as an essential component of teacher education programs. Describes the co-teaching efforts of a university professor, doctoral student, and student-teacher as they taught science to African-American students placed in a low-track program of study in an urban high school. Presents theoretical frameworks associated with…

Introduces a special issue that focuses on teachers and other practitioners undertaking research on their professional praxis. Discusses some experiences as a teacher-researcher, outlines the studies presented in the special issue, and considers questions of voice in the presentation of teacher-researcher studies. Contains 25 references. (WRM)

How do new teachers become confident and competent while they are interns in inner-city neighborhood schools challenged by many problems, often associated with economic shortfalls and cultural differences between the students and their teachers? Many science teacher education programs place a lot of emphasis on the planning stages of curriculum.…