No open-access location is known for this record yet.
No open-access location is known for this record yet.
The development of teacher education programs to better prepare elementary teachers requires an empirical base in which to anchor meaningful change. The research reported herein makes just such an effort. Preservice teachers' mathematics and science knowledge was measured as were their beliefs regarding instruction in these content areas. The results suggest that an increase in the number of college credit hours in science and mathematics content is less likely to effect necessary change than alteration of the methods and curriculum materials.
Loading…
Stored only when both papers are in the corpus — 108 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.