Suggests that typical lesson planning may make teacher's thinking rigid and teacher less sensitive to pupils. Scope of planning should, therefore include specific teacher behaviors. (NH)

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)