Describes a program for prospective middle school mathematics teachers as part of the Missouri Middle Mathematics Project (MMMP). Provides information about middle grades mathematics certification. (ASK)

Discusses the role of the teacher in teacher-education programs that are designed to enhance mathematics-learning experiences through reform or development of teaching. (Author/ASK)

Describes a problem-solving-oriented teacher-inservice program designed to provide opportunities that allow elementary teachers to focus on personal experience as a way of achieving self-understanding and a way of reconstructing their personal meanings about problem solving and problem-solving instruction. Concludes that the program had positive…

Presents a conceptual framework for studying the relationship between cognition and the instructional practices of preservice secondary mathematics teachers. Describes how the framework was used as the basis for activities in which preservice teachers engaged in structured reflection upon their teaching as a means toward their professional growth…

The construction of concept maps and the writing of interpretive essays in mathematics courses for preservice and continuing teachers provide students with rich learning experiences. Provides examples of the use of concepts maps and interpretive essays in teacher education. Mentions their benefits to teachers and students and their uses in the…

Describes an action-research collaboration between a middle school mathematics teacher and a mathematics teacher educator in which the teacher wrote a narrative description of the collaboration and the changes she made in her instructional practice as a result of the collaboration. Contains 34 references. (Author/ASK)

Describes early approaches to teacher education in the Netherlands and the Wiskobas model for teacher education. Provides information on the Netherlands' national approach to training primary teachers. Contains 14 references. (Author/ASK)

Describes the Missouri Middle Mathematics (M3) Project's goals, activities, and impact. Contains 11 references. (Author/ASK)

Aviation technician students used Thinking Aloud Pair Problem Solving (TAPPS) while using the computerized Technical Troubleshooting Tutor. TAPPS, a cooperative leaning strategy, enhanced students' troubleshooting skill, training efficiency, competence, and confidence compared to a control group. (SK)

Interviews with secondary and postsecondary teachers and administrators in Minnesota tech prep consortia found that most understood the role of articulation agreements, but little attention was paid to actual compliance. Postsecondary institutions received little funding for implementing agreements. Consortia did not appear to be achieving the…

Chairs of 175 industrial and technology education programs indicated that 84.8% have a system of posttenure faculty review; nearly 30% said that over 10% of tenured faculty were performing below standard. A majority felt that posttenure review was marginally or not effective. The continuum of review procedures ranged from authoritarian to…

Responses from 84% of 245 vocational-technical teachers in Dade County, Florida, revealed that 25% experienced computer anxiety. The relationship between anxiety and teaching area or demographic variables was not significant. Computer-related experience had a significant influence on anxiety. (SK)

Adult postsecondary students (n=322) completed the Gregorc Style Indicator. The concrete sequential style predominated; 43% had dominance in two styles; there were slight differences among the program areas of business, health occupations, and trade and industrial education. (SK)

Responses from 84 of 179 industrial and technical teacher educators indicated that 63% used distance-learning technologies; 84.8% had equipment problems; 88.6% lacked information on technology uses; 96% thought poor teaching skills were an obstacle to effective use. Institutional lack of support or recognition of distance teaching was also a…

A Delphi panel of 25 engineers, scientists, and educators rated the importance of mental methods for technology education curriculum. Defining, analyzing, and communicating were rated very important; 21 others were considered important. Results could form the basis of a mental processes-based curriculum involving solution of technological…