This article describes the design and implementation of an assessment instrument for Numbers and Operations, the first course in a program to train elementary mathematics specialists. We briefly describe the course and its content, and then we elaborate on the process we used to develop the assessment instrument and the corresponding rubric for…

This paper describes a subset of results from a large-scale two-year independent evaluation study conducted with the "Scientists in School" (SiS) outreach program and two large school boards in Ontario, Canada. Specifically, it explores the responses of elementary students (n= 811) from typically underrepresented groups in science…

Evaluation as a particular kind of investigated discipline is distinguished from, for example, traditional empirical research in the social sciences or from literary criticism, criminalistics, or investigative reporting, partly by its extraordinary multidisciplinarity (Scrivens, 1991, p. 141). It is this unique multidisciplinary feature of…

This study replicates Collier's (1972) work. It focuses on the beliefs of a large sample of elementary education students at four stages of teacher preparation, about both the nature of and the teaching of mathematics. The instrument measures what Collier termed a "formal-informal" dimension of belief. The data suggest that initially the…

An inservice course was developed to a large extent in a Logo-oriented environment. Evaluation results show that teachers were successful in creating Logo programs and that the course fostered positive views about computers and growth in certain mathematical concepts. However, ongoing support from curriculum coordinators and/or administrators is…

Reviews the effects of the first stage of the Better Elementary Science Teaching Project to overcome teacher isolation and help staff development. Describes the participants and features of the project. Reports the results of using telecommunication and academic achievements. Discusses implications for the project. (YP)

Evaluated the effectiveness of mathematics inservice for elementary teachers delivered in an institute format to improve the teachers' ability to provide meaningful, effective mathematics instruction. Describes the institute program and provides teachers' responses to questions related to mathematics teaching after the institute. (YP)

Discusses a science enrichment program, Saturday Science QUEST, and provides course descriptions, preservice teacher experiences, program maintenance, and feedback from children and parents (Author/MKR)

Reports a study to assess the professional productivity of the primary and secondary authors of the 10 available elementary science textbook series as 1 criterion in evaluating textbooks for adoption by school districts. Professional productivity based on presentations at professional meetings and articles published in professional journals was…

Describes several studies that challenge conventional wisdom regarding the teaching and learning of nonstandard and standard unit, rulers, and measurement sense. Discusses the educational implications of their results. (Author/CCM)

Explores teachers' conceptions about assessment and their actual assessment practices. Uses a chi-square to examine the relationships between grade level and teachers' conceptions and grade level and teachers' practices. Researchers found several significant differences, transcending an indication of relationship by chance. (Author/CCM)

Suggests that teacher preparation courses should model hands-on activities that promote positive attitudes toward science. Investigates the qualities of activities in a field-based science methods course that motivates preservice elementary teachers to implement them in their own classrooms. (Author/CCM)

Describes how process problems were integrated into a Parent-Teacher Organization newsletter as a means of getting families involved in problem solving. Discusses methods of generating problems and preparing solutions. The ideas presented worked well for getting parents involved and are applicable to classroom instruction. (Author/CCM)

Explores 19 elementary and five middle school in-service teachers who served as regional leaders to provide 13 two- and four-day workshops for 235 inservice teachers using $30,000 worth of instructional equipment in their classrooms. Lead teachers believed this extensive project made a permanent positive impact on the quality and quantity of…

Describes an inservice program designed to enhance the knowledge and skills of elementary school teachers with regard to science content, effective teaching strategies, and gender equity. Finds that the project has a positive impact on science teaching content and pedagogy, and on female student interest and active participation in science.…