Case studies in four Scottish primary schools of beginning teachers identified crucial elements: induction program for transition from college to teaching; experienced teacher support; making explicit the roles and responsibilities of all; and regular, supportive, structured feedback. (SK)

This study seeks out elementary school science teachers' perspectives and examines the processes by which prospective teachers come to learn to teach science. Focused writing tasks, interviews, stimulated recall of videotaped lessons, and a card-sort technique were used to evaluate student teachers' conceptions of science education. (LZ)

One study found that the instruction of children in cognitive processing activities by elementary school teachers varied by grade and content of instruction. In a second study, children whose teachers were rated high in offering strategy suggestions made better use of a memory strategy than children whose teachers rarely made strategy suggestions.…

Explores the development of a support group for elementary school teachers who wished to increase their expertise in drama education. Shows that change is a slow process, but with continuing support from peers and perceived experts, teachers can change both their beliefs about drama education and their strategies in teaching drama. (SR)

Explored African-American teachers' (n=24) preferences for and ratings of consultant effectiveness as a function of consultant race, consultant style, and teacher stage of racial identity development. Found no significant differences in preferences for either a same- or opposite-race consultant. Participants preferred and rated as more effective…

Expands the definition of supportive communication ties and examines the relationship of communication network roles to job stress and burnout in public elementary schools. Finds that isolates report significantly less stress than linkers, group members, and dyads and significantly less burnout than linkers and dyads. (SR)

Discusses a solid waste recycling workshop for students and teachers sponsored by the Southwest Connecticut Regional Operating Committee (SWEROC), a consortium of 19 towns and cities organized to help implement a regional recycling program. The SWEROC workshop utilized games and team activities to teach students about recycling and the…

Two studies of variations of the Angoff method (W. Angoff, 1971) involving nine elementary school teachers in each case compared a yes/no estimation with a proportion correct estimation for setting cut scores. Both methods yielded essentially equal cut scores, but judges found the yes/no method easier to implement. (SLD)

Used an attribution theory perspective to investigate types of feedback statements used by third-grade teachers during mathematics instruction. Created and tested a coding scheme by which attribution feedback was identified. Determined that teachers rarely provide students with attributionally informative feedback. (JPB)

Examined beliefs of elementary, middle, and high school mathematics teachers regarding algebra development. Found that teachers held a symbol-precedence view of student mathematical development. High school teachers were most likely to hold the symbol-precedence view and made the poorest predictions of students' performance, whereas middle school…

Students' belief that a larger number has more factors is outlined as a particular example of 'the more of A, the more of B' intuitive rule. Discusses the robustness of this belief by demonstrating students' tendency to perceive conflicting evidence as an exception to the rule. Considers some pedagogical approaches. (Contains 12 references.)…

Results of focus groups with 90 Michigan second- through eighth-grade teachers showed that they viewed the agri-food system from a nutrition and health perspective; nutrition education predominated. Production agriculture had little impact on the curriculum. They wanted a centralized resource for supplemental curriculum materials and support in…

Of 174 beginning elementary teachers, only 82 were familiar with technology education (TE). Most of the 82 used technology-related problem-solving activities and believed that TE developed transferable skills. However, 59% did not think TE should be more widely implemented in elementary education. Barriers included lack of equipment, supplies,…

Three elementary educators present computer tools to help teachers get the school year off to a good start. They include Quick Study Reference Charts, which are laminated cards that describe useful features of over 100 computer tools; user-friendly software for designing badges on the computer; and an affordable plug-and-play scanner. (SM)

Demystifies the terms prediction, hypothesis, and theory, and explains these terms with examples in order to help elementary science teachers clarify the language of science. (ASK)