Data literate educators can generate questions about learning in their classes; collect and analyze classroom data to answer them; and develop inferences and explanations. Two elements may promote data literacy: (a) breadth of classroom-based data collection and (b) depth of analysis. We examined these in inquiries conducted by 80 preservice…

Over the past several decades a growing amount of research has considered the role, challenges, and complexities of teaching reflective inquiry to preservice teachers. Generally accepted as a valuable component of a teacher education program, there are persistent levels of ambiguity regarding how reflective inquiry can be intentionally fostered…

Field placement within teacher education represents a topic of interest for all preservice teacher programs. Present research addresses a set of important questions regarding field placement: (1) What pedagogical methodologies facilitate deep learning during field experiences? (2) Is there a significant difference in treatment effect for…

Describes the experiences of four veteran teachers who came to teach in a residential high school for gifted adolescents and participated in peer coaching, study groups, and mentoring. This faculty development exposed them to advanced content and higher order thinking strategies, which were the very same skills they were encouraged to use to…

Stereotypes are an insidious factor in the formation of teachers' images of students. Teaching and Learning Together is a project that brings preservice teachers into direct dialogue with high school students with the goal of helping the preservice teachers learn to attend to high school students and analyze the pedagogical implications of that…

Describes efforts in a secondary mathematics methods course to make discussions of assessment relevant and accessible for prospective teachers, examining preservice teachers' beliefs regarding assessment and detailing steps to help move them from these initial beliefs to ones more consistent with the philosophy expressed in recent reform.…

Discusses the rationale for offering study-skills instruction to middle and high school students with learning disabilities, describing a college methods course that was developed to train teachers to use study-skills instructional procedures. The paper also describes a study-skills clinic that was developed to provide guided one-to-one, hands-on…

Examines issues related to secondary teacher preparation, including: advantages of a discipline-specific, interdisciplinary field-based block of courses; whether field basing should occur earlier or later in the program; how universities can address preservice teachers' varying needs; how university and school faculty can best collaborate; and how…

Using data from an ethnographic study of the use of metaphors by rural teachers, this paper explores how rural teachers experience a sense of place, asking if they actively craft their own metaphors of schooling and examining the potential of metaphors of place to contribute to more substantive and reflective policy making for rural schools. (SM)

Examined the status of teacher preparation programs leading to licensure in broad-field social studies at state regional colleges. Undergraduate bulletins from 30 institutions indicated that 21 offered degree programs leading to licensure in broad-field social studies. All 21 exceeded state minimum requirements but lacked assurances that graduates…

Examined the impact of program location on preservice teachers' program-related beliefs and experiences. Interviews with individuals prepared at professional development school (PDS) and traditional programs indicated that PDS students had more varied experiences, were more involved with students and teachers, were more confident in their…

If educators realized the capabilities of the computer as it relates to separate subjects or a particular discipline, computer science would become an integral part of the secondary curriculum for all student programs. (MB)

An innovative program for student teachers form Indiana University/South Bend involves a full semester of one-half day teaching schedules coupled with in-school seminars on the principles of secondary education. (MB)

Specific behavioral objectives are described to enable ninth-grade English students to grow in understanding of the short story. (SK)

Three practicum components are presented for consideration: A developmental reading practicum, a curriculum innovation practicum, and a reverse-student- teaching-assignment-level practicum. (DS)