Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban…

Provides results from a 1983 survey of secondary mathematics education in Wisconsin. Questions refer to graduation requirements, curriculum topics, nature of geometry classes, metric system, computers, and calculators. Items also collected data on district mathematics committees, policies, competency exams, computer access, and the nature of…

Surveyed were 220 teachers in grades one-three in 11 states on their use of 11 devices for teaching mathematics. The percent of teachers who never or seldom used the listed manipulatives ranged from 40.8 to 74.7. (MNS)

Discusses components of success for students, such as self-confidence, understanding, competence, communication, enthusiasm, significance, and persistence. Discusses components of success for teachers, such as student-centeredness, urgency, commitment, creativity, expectations, surprise, and self-direction. (YP)

Examines whether an intensive and integrated approach would change preservice teachers' perceptions toward the integration of mathematics and science. Compares the perceptions of preservice teachers in the program with the perceptions of practicing teachers. (YP)

Identifies some mathematics and science skills required for successful performance in entry-level positions filled by high school graduates and determines if a group of high school graduates in the work force have those skills by using a needs assessment technique. (YP)

Describes the environments existing in Southwestern schools having a majority of Native American students. Concludes that the schools have a potential to promote Native American participation in science and mathematics, but they have high teacher turnover and limited amounts of professional contact and communication. (YP)

Investigates superintendents' needs in mathematics and science instruction. Used was a Likert-type questionnaire covering teacher quality, teacher supply, minority access, materials and equipment, and curriculum for non-academic students. A follow-up telephone survey examined the types of materials and equipment most needed. (YP)

Examines the possible advantages of subject area specialists for elementary science. Discusses four different implementation models: (1) Physical education teacher model; (2) Media center model; (3) Departmentalized model; and (4) School-within-a-school model. (YP)

Examines anxiety levels about teaching and achievement before and after an earth science course. The State-Trait Anxiety Inventory was used to measure anxiety. Reports that initial anxiety levels were changed in a positive direction and significant gains were made in achievement of concepts. (YP)

Investigated was the nature of science-technology-society (STS) education as perceived by science teachers. Reports that teachers indicated weaknesses of current STS education and wanted more workshops and curriculum materials. Provides recommendations to educational practitioners based on the findings. (YP)

Presents the results of a survey of 922 Alabama secondary mathematics teachers' perceived needs for in-service training. Factor analysis produced six factors, with the factors New Knowledge, Teaching Marginal Students, and Computer Use and Knowledge containing the eight most significant needs. The most significant need was for more parent-student…

Evaluated and compared 12 science textbooks with respect to their readability levels and agreement with the intended reader level. Four of the books were determined to be unsatisfactory for their intended grade levels. (20 references) (MDH)

Documents and evaluates effects of inservice teacher education on rural-school teachers' behaviors and beliefs about microcomputers in science teaching. Describes the ENLIST Micros training program and the beliefs, behavior, and evaluation instruments utilized. Results indicated significant changes in teachers' beliefs toward and use of…

The importance, role, and responsibilities of the science supervisor in the K-12 science program are described. The importance of selecting a highly qualified subject-specific supervisor for all disciplines is discussed. (KR)