Reviews the types of teacher certification examinations and questions their validity and the procedures used for validating the tests. Includes references. (MD)

Describes an interdistrict network developed by the Metropolitan Teaching Effectiveness Cadre program that provides training in effective intsruction and supervision for 22 Kansas and Missouri school districts. (MD)

In fall 2002, the National Science Foundation (NSF) announced 24 major grants to establish Mathematics and Science Education Partnership (MSP) programs across the U.S. The overall program objective of these grants is to "increase the capacity of preK-12 educational systems and institutions of higher education to provide the requisites for …

This book describes the Maryland Collaborative for Teacher Preparation (MCTP) program which develops and implements interdisciplinary programs for teacher education to develop enthusiastic teachers who continue to be an active learners. Contents include: (1) Foreword (Katherine Denniston); (2) Impact of MCTP on the State of Maryland (Jack Taylor);…

Because the key agent in mathematics and science reform is the teacher, this issue of the Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) Focus highlights professional development. Whatever curriculum change is adopted in a school district, whatever new textbook series is chosen, it is through the teacher that the…

This paper discusses a study of Dutch secondary education reform, describing the background, noting implications for teacher learning, and arguing that learning supports professional development and derives from performance of activities that help teachers develop professionally. Based on a literature study, a conceptual model was developed in…

This publication examines the literature on promising practices in professional development, focusing on the role of effective inservice professional development in successful elementary school reform, promising practices, and results of a survey of educators from the northwest United States. After an introduction, Section 1 discusses "Learning in…

Describes the "Industry Exploration Tour," which provides vocational educators with hands-on experience to learn the needs and wants of industry as they relate to preparing people for work. (Author/JOW)

Describes how one high school teacher's conceptions changed over 2 years as he implemented an innovative curricular approach to mathematical functions. Interview and observation data indicated that he developed new pedagogical content conceptions based on his classroom experiences with the innovation. Results illustrate what it means for teacher…

Shares the author's experiences of how she changed as a teacher throughout her teaching career. Discusses the importance of teachers becoming learners along with their students who question and wonder with inquisitive minds. (MG)

This article critiques reform proposals made by the Commissioner's Task Force on the Teaching Profession (NY) and concludes that successful school reform requires consideration of the conditions of teaching and learning in the context of individual school cultures. (IAH)

Examines 10 assertions about education from both the "common sense" perspective, and "cybernetics" or systems theory. Urges educators to examine unexamined assumptions. (MM)

Discusses research on the tensions in becoming a better mathematics teacher, including perspectives on the nature of mathematics, conceptual and procedural knowledge, and managing competing responsibilities. Implications for teachers and teacher preparation include revision of undergraduate mathematics courses, collaboration among mathematics…

Standards are important within school improvement. Today's issue has moved beyond setting standards to knowing what to do with them. Measurement is the most useful part of the exercise. This paper describes standards and their measurement, explains constructive comparisons, presents an imperative for U.S. schools, and notes the importance of…

Presents a rationale for learner-centered education. Outlines learner-centered psychological principles in terms of cognition/metacognition, motivational/affective, and developmental/social factors. Discusses research on the impact of teachers' beliefs and perceptions on teaching practices. (Contains 37 references.) (SK)