Described are features of a methods course in elementary school mathematics at Colorado State College. An essential purpose of the course is to orient the prospective teacher to the utilization of discovery processes in classroom learning situations. (RP)

Discusses a study to determine to what extent family life education concepts were included in elementary school curricula and to determine the factorial structure of the concepts based on teachers' responses. Found that elementary teachers conceptualize family life and child development concepts differently than do many home economics…

Five versatile basic backgrounds for bulletin boards are described. Many different options are suggested when using a sun, calculator, monkey, roller skate, or elephant as the basis for the bulletin board. (JMK)

Two groups of elementary education majors were studied: one with training in mainstreaming and one without. For comparison, a group of special education majors were included. Findings indicated that the training was effective in improving the attitudes of the first group toward the disabled and their integration into the classroom. (Author/SK)

Twenty elementary school principals and 191 teachers took part in the study. Results of regression analysis indicated the principal's knowledge of the change and clarity of role was significantly related to teacher attitude, while teacher participation in the change process had a major effect on attitude and implementation. (Author/BRR)

Evidence regarding the factorial validity of the Educational Attitudes Inventory (EAI) is presented, as well as information concerning the intercorrelations of resulting factor scales and split-half reliability of each. Other statistical evidence for the construct validity of the EAI is included. (Author/GK)

Investigates impact of achievement test results (N=285) on 13 sixth-grade teachers' expectations using hypotheses from cognitive dissonance theory. Shows teacher expectations changed very little as a result of feedback, and test results for both under- and overestimated students were rejected. (AH)

Discusses the benefits of early field experiences to elementary education majors. (SJL)

Performed a correlation analysis on ratings provided for principals on the Leader Behavior Description Questionnaire and scores earned by teachers of each principal on the Educational Attitudes Inventory. Results suggested a relationship between the style of leadership exhibited by a principal and the classroom orientation of his teachers. (Author)

Reviews a recent study showing that the degree to which teachers understand their students and themselves determines the appropriateness and sophistication of their classroom management program. (FL)

This study was designed to observe the decision-making processes of a special education team and to record the extent and nature of regular classroom teachers' participation. Classroom teachers were asked to indicate their level of satisfaction with the outcome of the meeting. (Author/DB)

Analysis of the use made by 93 British primary school teachers of the word 'commitment' revealed that they were using it in four different senses--as caring, a concern for occupational competence, personal identification as teacher, and career-continuance. All suggest different motives for entering and remaining in teaching. (Author)

Reported are the results of a follow-up study comparing the number of mathematics courses taken by 978 elementary teachers and their mathematics knowledge as measured by a 65-item test. The data indicated that elementary teachers with more high school and/or college mathematics scored higher on the mathematics test. (DS)

The views of university faculty, primary school teachers and parents about reading instruction and the importance of language for school success were investigated. Results indicate all had different concepts of teaching and learning. Differences in attitudes about the importance of language for school success were not so marked. (Author/GK)

Using an ethnographic approach, this article describes the factors influencing the curriculum planning of a fifth grade teacher. (Author/MP)