Discusses the universality of mathematics and mathematics education, Western mathematics, social and educational change, mathematics education research, and the role of the "Journal for Research in Mathematics Education" (JRME). (MKR)

Discusses the historical context of mathematics education research methodologies, describes methodological trends through the "Journal for Research in Mathematics Education" focusing on the domain of teacher knowledge and practice, and considers theoretical and methodological issues of the present and future. (25 references) (MKR)

Provides an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding up to the present time, including Piaget's cognitive-development psychology, a preconstructivist revolution in research, beginnings of the constructivist revolution, and how this revolution served as a period of…

Discusses two major themes that emerged from analysis of interviews with mathematics educators: the nature and role of research within the field of mathematics education and the increasingly international character of the community involved in that research. (19 references) (MKR)

Maintains that Albert Bushnell Hart was a leading figure in history education. Discusses his contributions to history's emergence as a modern school subject and to its inclusion as a core component of the school curriculum. (CFR)

Maintains that during World War II the nature of elementary social studies changed significantly. Concludes that, as a result of enhanced and broadened activity during the war years, elementary social studies emerged as an important curricular field. (CFR)

Describes the liberal-progressive roots of social studies education. Reports on a review of professional literature since the 1950s and argues that calls for school reform in the 1950s and 1980s were grounded in conservative thinking. (CFR)

Asserts that social studies or history methods textbooks do not enjoy the same popularity among teachers they once did. Reviews five texts used prior to 1910 and maintains that each contributed to the traditional history curriculum. (CFR)

About one-third of British teachers studying the Open University's short postgraduate modules for the Certificate of Professional Development in Education do not complete the assessment element of the course. The article discusses the outcome of a survey to find out why that occurs, exploring the potential of distance learning in supporting…

The Polish education system has experienced significant change since 1989. Many of the developments have been influenced by patterns of education in Western Europe. The paper considers some of the difficulties facing inservice trainers in special education in Poland, using current practice in England to highlight potential future directions in…

A school-based evaluation/supervision/development (S-BESD) model of teacher evaluation is presented. This model will provide a reasonable balance between teacher autonomy and system control. The model provides 5 growth alternatives and 10 growth support elements to meet teacher needs, reduce isolation, promote reflection, and improve performance.…

Implementation of a career ladder in the Cave Creek Unified School District (Arizona), with a five-factor teacher performance evaluation and accompanying placement algorithm successfully dispersed teachers across plan levels. After three years, there have been no teacher grievances filed, and teachers feel ownership and authority over the career…

A research-based positive evaluation methodology for professional development of teachers is presented, and its use in an Australian school is described. The principal is the evaluator and chair of an assessment committee that includes a peer nominated by the teacher, the teacher being evaluated, and the principal. (SLD)

The expert science teaching educational evaluation model (ESTEEM) developed by the Center for Research on Educational Accountability and Teacher Evaluation is described. Its theoretical premises and research conducted from 1990 through 1993 are focuses. Nearly 200 fourth- through eighth-grade teachers were involved in that period. (SLD)

This article attempts to outline the issues and to describe the process of developing a metaevaluation framework for assessing the quality, efficiency, and effectiveness of the performance-assessment instruments being created by the National Board for Professional Teaching Standards. The metaevaluation framework consists of a set of evaluation…