Reasons are given for including computer programming in an elementary mathematics methods course. A model for a teacher training course is described in general and applied to lessons in programming. (DT)

Describes an activity used in the science methods class at the University of Wisconsin to bring preservice elementary teachers into appropriate contact with children and to give them the opportunity to try out a variety of materials and activities from the newer elementary science curricula. (JR)

The views and actions of five preservice teachers who taught reading in a special practicum (with no cooperating teachers) were studied to determine how that experience affected the views they espoused after taking a methods course in reading. The student teachers' views did change; researchers suggest that reading methods courses be integrated…

Describes the development of a Technology Teaching Lab that was designed to provide elementary education preservice teachers with instruction to create technology-enhanced lessons and to use the lessons in their field placement. Discusses planning the lab, integrating the lab component into methods courses, and evaluation. (LRW)

Explores negotiation as a method for overcoming dilemmas discovered in an elementary science methods course designed to promote student independence and reflective thinking regarding science teaching and learning. Focuses on the decision making that emerged from the tension between traditional views and the views considered empowering. (LZ)

A growing body of research in the fields of mathematics education and literacy supports the inclusion of children's literature with the teaching and learning of mathematics. When mathematics is couched within a story and presented using pictures and informal, familiar language, students can more readily grasp the mathematical ideas and concepts.…

This report describes the first year of an ongoing intervention study and the learning of a group of practicing teachers working together with researchers to make changes in the ways they teach mathematics. When reflecting on their beginning efforts, the researchers found that several assumptions in their planned interventions were not borne out…

The typical approach to the teaching of an elementary school science methods course for undergraduate students was compared with an experimental approach based upon activities appearing in the Conceptually Oriented Program in Elementary Science (COPES) teacher's guides. The typical approach was characterized by a coverage of many topics and a…

This document is an English-language abstract (approximately 1,500 words) of a desclaration drawn up by the participants of the Fourth Mexican National Congress of Normal Education. The declaration points out the importance of teacher training in the educational system, the fundamental problems presently facing this level of studies and the…

Materials used in a mathematics methods course for pre-service elementary teachers are listed in this document. The course is comprised of nine modules covering the following areas: the learning of mathematics, sets and classification, counting and numbers, numeration systems, place value numeration systems, operations on whole numbers, operations…

This document describes the module cluster "Mathematics Methods and Materials" to be used in a performance-based elementary teacher education program. General objectives of the module cluster are specified, and prerequisites to the cluster are identified. Titles of 19 modules within the cluster are listed. The overall structure of each module…

Describes a three-phase program of instruction in preservice science teacher education culminating in the actual teaching experience. The science fair is included as an important part of the program. (SA)

Compares changes in attitudes toward science and open-mindedness in treatment and nontreatment groups of preservice elementary teachers enrolled in an inquiry-oriented methods course and an expository freshman physics course, respectively. Concludes that course design effects a difference in attitude and open-mindedness. (CS)

Describes a program placing college juniors in elementary school classrooms as part of their teacher methods courses. Stresses the importance of communication with and involvement by the school teachers and administrators in implementing such programs. Presents summary results of the program's qualitative evaluation. (PAA)