Discusses the use of time and space in primary classrooms, referring to what is known about how young children learn best. Discusses four steps to organizing the classroom. (BB)

Reports a study of 12 preservice elementary and 12 preservice secondary science teachers to determine the effects of methods instruction on their beliefs about the teaching/learning process. Results indicate that secondary teachers may have more complex belief structures than elementary teachers and that slight structural changes occurred for both…

Reviews several studies of prereferral intervention models and their effects on such variables as referral rates, student achievement and behavior, and student and parent satisfaction. Some models involved collaboration among teachers, and others involved formal consultation between teachers and specialists. Research to date has been more…

Collaborative activities can be an ideal means to improve teacher preparation experiences. The article discusses the benefits of collaboration for both teacher educators and K-12 teachers. It details the benefits of collaborative writing projects and provides a checklist of questions professionals should ask when they contact each other to discuss…

Discusses the impact of demographic trends in the United States and state-mandated teacher certification practices on the minority teacher population in elementary and secondary schools. Lists six elements which should be included in a comprehensive teacher certification process aimed at assisting minority teacher candidates in becoming certified.…

The dearth of positive role models for young black males may be overcome by creating all-male kindergarten through third grade classes taught by male teachers, preferably black. Using black male volunteers in elementary classrooms, as has a District of Columbia school, is another way to provide positive role models. (SLD)

Comparative case studies assessed how the micropolitics of educational reform in two elementary schools affected one southeastern district's effort to professionalize teaching. The results indicate that teachers can use micropolitics to resist reform that, in these cases, legitimated centralization and control, and to heighten their control of…

Provides a framework for observing and supporting the development of students as constructivist teachers, especially during their field placements as student teachers. The instructional shift to a constructivist approach is described, and guiding principles and possible indicators of the constructivist model are presented. (SLD)

Describes some of the demographic characteristics of students and teachers, explains some of the implications of these for teacher education, and offers some suggestions for how teacher preparation programs should be designed to respond to these demographic realities. Argues for teacher preparation that is population based and contextually…

Examines the collaboration process between a teacher, teacher-librarian, and language specialist working to develop an integrated language and content novel study unit for a fifth-grade class with a high percentage of mainstreamed ESL (English-as-a-Second-Language) students. Definitions and principles of collaboration are described, and the…

Reviews "Who Will Teach? Policies That Matter" (Richard J. Murnane, Judith D. Singer, John Willett, James J. Kemple, and Randall J. Olsen), a book on teacher workforce policy issues. The book uses labor market analyses and economic tools to effectively address some issues but overlooks others of equal importance. (JB)

Teachers' reported instruction of strategies and metacognitive knowledge in the classroom, and their attributional beliefs about the reasons underlying children's academic successes/failures were studied, using 59 teachers from West Germany and 43 teachers from the United States. A 7-item questionnaire was administered. Implications for…

Effects of the involvement, classroom structure, and autonomy support of 14 teachers on the behavioral and emotional engagement of 144 third through fifth graders were studied across a school year. Results suggest that behaviorally disengaged students receive teacher responses that should further undermine motivation. (SLD)

Types of questions asked in first-grade mathematics classes in Japan, Taiwan, and the United States were investigated. Observations of 311 lessons by 16 Japanese, 20 Taiwanese, and 33 U.S. teachers suggest that the kinds of questions asked in Taiwan and Japan contribute to more sophisticated mathematical knowledge. (SLD)

Examined policies and practices concerning student and alumni credential files and how these files are valued by teacher-hiring officials. Surveys were completed by 273 career services/placement professionals and by 506 chief-hiring officials in public schools. Found that maintaining and mailing credentials continued to be service provided by…