William Veal

College of Charleston | C of C · Department of Teacher Education

This article describes the use of an online professional learning community within the context of K-8 science education methods courses. The article describes the unique usage of the learning community with preservice teachers at different certification levels within the context of five distinct universities. While each approach is different there...

Problem solving approaches in high school chemistry classes are discussed. Instructional methods for improving reaction problem solving are offered.

Reform-based science instruction is guided by teachers' normative beliefs. Discursive claims are how teachers say they teach science. Previous research has studied the change in teachers' beliefs and how beliefs influence intended practice and action in the classroom. Few studies have connected what teachers believe, how they say they teach, and ho...

This article describes the normative beliefs and the discursive claims related to mathematics and teaching mathematics made by approximately 50 middle-level and secondary mathematics teachers within four high-need local education associations participating in a Mathematics and Science Partnership with a southeastern college’s Science and Math for T...

The purpose of this article is to present the new National Science Teachers Association–Standards for Science Teacher Preparation (NSTA–SSTP). The Council for the Accreditation of Educator Preparation (CAEP) is the new national accreditation organization for programs of education. NSTA collaborates with CAEP to establish content specific standards...

It is 9:00 p.m. on a late August evening. School has just started for this small, K-6, rural, coastal school. The local science teacher, Ms. Heron, in collaboration with families and community organizations, has taken her students to the beach to watch for the potential loggerhead hatchlings as they make the dangerous journey fromtheir nests to the...

The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this articl...

Standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and skills to understand and successfully engage students in a safe and ethical manner. This standard contains four components descri...

The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article is the second in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP and to answer q...

The purpose of this paper is to describe how and why a primary science methods classroom was conceived, designed, and developed for preservice and inservice teachers. Just as science educators believe that students learn best by constructing their knowledge of the natural world with the aid of a teacher and colleagues, science educators also believ...

The purpose of this presentation and paper is to disseminate information about a lateral entry science teacher education in North Carolina through North Carolina Teacher of Excellence for All Children (NC TEACH). The origins and history of NC TEACH will be discussed, followed by a review of the curriculum development for the face-to-face and online...

The American with Disabilities Act (ADA) of 1990 was a landmark legislative initiative that outlined the protection of individuals with disabilities. Title III of the ADA directs that public facilities make reasonable efforts to control discrimination and support accessibility policies, practices, and procedures (Council for Exceptional Children, 1...

The primary objective of this research was to establish a link between preservice, secondary chemistry teachers' knowledge base and beliefs about teaching. The case study followed two preservice chemistry teachers through their methods course, practicum experience, and student teaching internship. Pedagogical content knowledge vignettes, following...

Interviews eight students enrolled in a secondary-science curriculum class and four experienced high school biology and geology teachers to determine reasons for disciplinary variance in the teaching of evolution. Finds variance imbedded in inherent differences in content and methodology of the two scientific disciplines. (Contains 27 references.)...

The growing attention to the development of (prospective) teachers’ knowledge base has been stimulated by two important notions about teaching. First, research on teacher thinking shows that there is a strong relationship between what teachers think and how they teach. This relationship has a reciprocal characteristic: teachers’ knowledge base affe...

The current study examined two independent sophomore cohorts from a mid-western high school that had implemented a multi-schedule system (i.e., traditional, block, hybrid). The purpose of the study was to examine differences among the schedule types, gender, and GPA group on a state mandated standardized test. Analysis of covariance was used to exa...

Block scheduling has become an increasingly popular reform movement for schools, school districts, and principals to enact. Much of the decision making as to whether to implement some type of block scheduling has occurred without understanding the implications this type of reform has on teachers and their classroom practices. This paper reports on...

Available at: http://unr.edu/homepage/crowther/ejse/ejsev3n4.html

This study examined the effects of a tri-schedule on the academic achievement of students in a high school. The tri-schedule consists of traditional, 4x4 block, and hybrid schedules running at the same time in the same high school. Effectiveness of the schedules was determined from the state mandated test of basic skills in reading, language, and m...

This study examined the effects of a tri-schedule on the academic achievement of students in a high school. The tri-schedule consists of traditional, 4x4 block, and hybrid schedules running at the same time in the same high school. Effectiveness of the schedules was determined from the state mandated test of basic skills in reading, language, and m...

Describes an empirical research study conducted at one midwestern high school using a trischedule (block, traditional, and hybrid) format. Survey data revealed that the hybrid schedule appeared to benefit most students, though it increased teachers' anxiety. The block component improved students' GPA, attendance, and attitudes about school. (14 ref...

The purpose of this study was to describe the evolution of pedagogical content knowledge (PCK) in prospective secondary physics teachers. Craft knowledge was used as one epistemological perspective. The researcher used two cases, two prospective physics teachers, and followed their development through the science curriculum class and student teachi...

This paper describes the development of pedagogical content knowledge (PCK) in secondary chemistry and physics preservice teachers. Teacher beliefs are intricately tied to how they make decisions for implementing instructional strategies, and those beliefs aid in the development of pedagogical content knowledge. A model for pedagogical content know...

The purpose of this study was to describe the evolution of pedagogical content knowledge in prospective secondary chemistry and physics teachers. A new paradigmatic framework was developed to guide the research. Craft knowledge and pedagogical content knowledge were compared and combined forming a new perspective from which to view secondary chemis...

The reaction of the methyl complex (I) with HBF4 and then with the iodides (II) represents a facile synthetic route to the title complexes (III).

Reaction of methyl complex (η5-C5H5)Re(NO)(PPh3)(CH 3) with HBF4·Et2O (CH2Cl2, -78°C) and then alkyl and aryl iodides RI gives adducts [(η5-C5H5)Re(NO)(PPh3)(IR)] +BF4- (3: R = a, CH3; b, CH2CH3; c, CH2CH2CH3; d, CH2CH2CH2CH3; e, CH2Si(CH3)3; f, CH2CH2CH2Cl; g, CH2Cl; h, C6H5; i, p-C6H4OCH3; 63-87%). The structure of 3e·(CH2Cl2)0.5 is confirmed by...

Treatment of the diazoacetoacetamides (I), (III), and (VI) with catalytic amounts of dirhodium tetraacetate leads selectively to the formation of the β-lactams (II), (IV), and (V) or (VII).

Intramolecular β-C-H insertion occurs in high yield and with exceptional selectivity in rhodium(II) carboxylate catalyzed decompositions of diazoacetamides.