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ERIC Number: ED255354
Record Type: RIE
Publication Date: 1984-Jul
Pages: 77
Abstractor: N/A
Reference Count: 0
Demographic Survey of New England Teacher Educators of Elementary Science Methods Courses.
Barrow, Lloyd H.
A three-part study was undertaken to determine the status of preservice elementary science education in New England. The first part ("Crisis in Elementary Science Education: New England") reports on a survey of New England teacher education institutions to determine the amount and types of science content and elementary science methods courses, program emphasis in science content, science processes and methods, science teaching techniques, effectiveness of science preparation, and general preparation as an elementary science teacher. The second part ("Elementary Science Education Library Resources in Graduate and Undergraduate Teacher Education Programs of New England") compared the library resources at 62 teacher education institutions. The third part ("Professional Preparation, Elementary Science Methods Course Content, and Professional Responsibilities of Preservice Educators") reports on New England elementary science methods faculty, including their professional preparation, content of their elementary science methods course, related work load responsibilities, and demographic information about the individual. Recommendations for resolving problems facing preservice elementary science education in New England are offered based on such findings as 15 percent of institutions not requiring elementary education majors to take a science content course and inadequate library resources for preservice elementary science education. An 18-item bibliography is included. (JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Maine Univ., Orono.
Identifiers: New England; Science Education Research
Note: For a longer version of the second study presented in this document see ED 244 799. Study was sponsored by the University of Maine Faculty Development Research Fund.