Suggests that the usual reasons elementary school teachers give for not teaching science - inadequate teacher background in science, lack of equipment, and lack of time and place - are in fact reflections of teacher attitudes toward science. The discussion indicates that these reasons are not realistic barriers to teaching elementary school…

Reviews the history of attempts to "sell" science to elementary school teachers and parents, and concludes that "conceptual schemes,""scientific literacy," and "processes of science" are not salable items. Presents evidence that a good selling point for science is that science contributes to the development of intellectual potential. (BR)

Results suggest that the experimental treatment can influence changes in the meaning prospective teachers have for the concepts "public school teacher", "parents", and "parent teacher conference". Results might be enhanced if the counselor assumed a more active role as coach or diagnostician. (Author)

There were significant mean differences in the mathematical understandings of teachers when classified by population of the community where they graduated from high school, or by subjects they most or least preferred to teach. (NH)

Examined efficacy of cue-controlled relaxation in reducing anxiety of two elementary school teachers. Both teachers exhibited significant reductions in motoric manifestations of anxiety. Both showed increases in rewarding behavior. They reduced disapproving behavior to zero on most days. Training in self-management of stress significantly affected…

Presents tips and a checklist to help primary teachers prepare for a new school year. Suggests that in August the teacher should prepare the classroom, decide on the schedule and class rules, meet parents, and prepare a teaching plan for the first day of school. (SJL)

No significant interaction was found between the field independent cognitive style and the level of guidance in mathematics instruction in a study involving prospective elementary school teachers. (Editor)

The consultative needs and practices of 80 elementary school teachers in 3 Alberta schools were surveyed. Assistance was most commonly desired in tasks related to special needs of students, selecting instructional materials operating audio-visual equipment, and developing course outlines. (JC)

Investigates 49 preservice elementary teachers' conceptions of what causes the seasons using both a written procedure and a procedure that used models with verbal explanations. Results suggest that preservice elementary teachers are likely to show a high frequency of alternative conceptions of what causes the seasons and these conceptions are not…

Explores the experiences of preservice elementary teachers with science fairs, attitudes resulting from their participation in science fairs as students, and the importance of these past histories for their students. Results indicate that most teachers felt that science fairs are beneficial, but those who rated them as most worthwhile had never…

Uses data from a longitudinal study exploring experiences of elementary teachers as they learned and taught science in the transition from preservice to inservice status. Uses information based on one participant to examine a narrative device, restorying, exploring its usefulness as a way of enhancing legitimation in narrative inquiry. (BT)

Achievement goal theory was used as a theoretical framework to identify motivational climates in second- and fourth-grade physical education classes. Findings indicated that the motivational climate was a blending of the mastery and performance approaches, with teachers providing a variety of meaningful activities, recognizing and evaluating…

Examines two UK research studies, one from Manchester Metropolitan University (MMU) and one from Homerton College, Cambridge, on initial teacher education (ITE) trainees' confidence in their science knowledge. Reveals the importance of school experience in developing this knowledge. Discusses implications of these surveys for the design of ITE…