Researchers have conducted studies of curriculum for doctoral students in various disciplines and subdisciplines. In this study, the authors examined methods (e.g., quantitative, qualitative, mixed methods) requirements for doctoral programs in education. Such requirements operationalize visions about the meaning of educational research and the…

The authors examined the impact of manipulative-based instruction on 2 independent cohorts of preservice elementary teachers. In Study 1, 50 participants engaged in problem solving with operations on whole numbers and fractions using concrete and representational manipulatives over 5 classes. Pre- to posttest performance on a mathematics survey…

Undergraduate grade point average and ACT scores correlated significantly with NATIONAL TEACHER EXAMINATIONS scores. (Editor)

The role of cognitive style in academic counseling was examined in 427 female teacher education majors by investigation of field dependence among the students in different areas of specialization. Results supported the contention that field dependence is related to choice of area of specialization in a manner consistent with field dependence…

The factual and higher-order achievement of field-independent and -dependent learners was tested after exposure to lecture material. Students engaged in one of three learning techniques. The study investigated the encoding and external-storage functions of the three techniques. Methodology and results are discussed. (Author/JL)

Education students classified themselves as vocational, academic, nonconformist or collegiate and responded to a semantic differential on curricula and personnel. This article describes the study and its results. (Authors/JB)

The National Longitudinal Survey of the high school class of 1972 was used to assess academic ability of elementary and secondary school teachers. Results are discussed. (Author/DF)

The relationship of scholastic aptitude and achievement to performance on the Oklahoma Curriculum Proficiency Examination was investigated. Results indicate a need for further study of the validity of competency tests. (Author/DF)

Factor analysis of replies to a 35-item questionnarie concerning practice teaching from 523 students in teachers' colleges in Ontario yielded six factors interpreted as represent different kinds of experiences. (Author)

The nature of the aptitude-treatment interaction between spatial visualization ability and instructional treatment in mathematics was investigated. No significant positive correlation was observed between the aptitude measures (spatial visualization test) and the outcome measures (algebra structures exam). (CJ)

Results of a study which partially replicated Roller's study of the effects of text-based (text structure) and reader-based (previous knowledge) factors on judgments of importance in exposition, suggest that ratings may be a more sensitive and dependable index of importance judgments than written summaries. (IAH)

Investigation focused on the conceptual modification of professional and bureaucratic role conceptions which accompanies passage from education student to public school teacher. (Authors)

The responses of full-time teachers and persons who received teaching certificates but are employed in other occupations were compared to observe differences in attitudes towards job lock-in, advancement prospects, and commitment to teaching. Implications for teacher incentive systems and the organizational structure of schools are presented.…

The Multicultural Attitude Questionnaire, developed to measure multicultural attitudes of teacher trainees, was tested and found to be an effective tool in assessing and comparing student attitudes. (CJ)

A study was done in which preservice education teachers were randomly assigned to a group approach to human relations training, a traditional approach, or a control group. The group approach was designed to develop group cohesiveness. Both group and traditional approaches had greater scores on empathic responding than the control group had. (JN)