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Problem-based learning (PBL) uses adult-learning theory to structure the instructional process around presentation of a problem. Learning events emulate real-life situations as closely as possible. This paper describes how two middle schools and one high school implemented a structured staff-development approach aimed at teaching teachers how to use PBL in their classrooms. Feedback from three groups of teachers indicated that students lacked the adequate social skills needed to process group work efficiently and effectively. Middle and high school teachers expressed amazement that students distrusted each other, would not share or willingly cooperate, and often displayed a "me or them" survival attitude. The teaching of people skills often took priority over problem-solving activities. PBL was, however, an effective vehicle for addressing varied learning styles. All teachers felt bound by the constraints of the school-day schedule, not having enough time for the extensive planning that PBL requires. One table is included. The appendix contains a form that elicited teacher feedback on PBL. (LMI)

A critical practice in teaching elementary mathematics is posing problems that build on children's mathematical thinking. As such, teacher educators must provide pre-service teachers (PSTs) with a set of learning experiences to support PSTs in this practice. In this study, we present our analyses of PSTs' responses to a sequence of three methods course activities that engaged them in increasingly complex tasks requiring the PSTs to write problems in response to authentic student work. [For the complete proceedings, see ED584829.]

This 2004 Association of Small Computer Users in Education (ASCUE) conference proceedings presented the theme "Leading Strategic & Cultural Change through Technology." The conference introduced its ASCUE Officers and Directors, and provides abstracts of the pre-conference workshops. The full-text conference papers in this document include: (1) Strategic Planning at a Small College (Robert Agnew); (2) Web Accessibility--Does Your Web Site Make the Grade? (Melanie Anderson); (3) Digital Ink for Online Teaching: An Idea Whose Time Has Finally Come (William Bernhardt, Mark Lewental, and Peter Miller); (4) Information Literacy and Technology Across the Curriculum (Thomas Brennan and Cathy Rowe); (5) Distance Education as a Catalyst for Change in Higher Education (Elizabeth Anne Christo-Baker); (6) Increasing the Interest of Elementary Age Students in the Computing Sciences through Day Camps (Daniel Cliburn, Tracey Weisheit, Jason Griffith, Matt Jones, Hunter Rackley, Eric Richey, and Kevin Stormer); (7) Technology Planning Strategies (Kathy Decker); (8) You've Got Mail! Managing a Campus-wide eMail Migration (David Diedriech); (9) Utilizing a CMS to Facilitate Computer Science Instruction (Deborah Dunn and Dennis Lingerfelt); (10) Collaborative Initiatives within an Information Technology Organization (Lisa Fears); (11) Library Tools for Connecting with the Curriculum (Bob Fernekes, Debra Skinner, and Sonya S. Gaither Shepherd); (12) Assessment Methodology in Technical Courses (Thomas Fogle and Mary Insabella); (13) Portable & Mobile Classroom (PortMoC) (James Gerraughty); (14) What Else Can You Do with Your Course Management System? (Chandra Gigliotti-Guridi); (15) Enhancing Teaching Using MATLAB Add-Ins for EXCEL (Paul Hamilton); (16) Creative Problem Solving-Software and Portals (Sam Hijazi, M. Leigh Smith, and Edgardo Alvarado-Vazquez); (17) Too Much Information--Too Much Apprehension (Sam Hijazi); (18) Serving 11 Institutions WebCT from a Central Location (Rob A. Hoyt, Aaron McNulty, and Jim Workman); (19) Instructional Technology in Computer Science (Frederick Jenny); (20) Possibilities for the Visiting e-Lecture (June Julian); (21) Faculty/Student Surveys Using Open Source Software (Sali Kaceli); (22) Honeypots: Covert Network Security (Michael Lavengood and Joel Spriggs); (23) Technophobes Teaching with Technology (Mark Lecher); (24) Streaming Media Seminar--Effective Development and Distribution of Streaming Multimedia in Education (Robert Mainhart, James Gerraughty, and Kristine M. Anderson); (25) Progress Report--Update on the Microsoft Tutorials (Tom Murray); (26) DVD Portfolios as a Strategic Career Move (Scott Phillips); (27) The Potential Impact of Offshore Outsourcing on Information Systems Education Programs (Thomas A. Pollack); (28) Adding Interactivity to a Non-Interactive Class (Gary Rogers and Jack Krichen); (29) Recent Legal Developments in CyberCrime & Terrorism (Gary Rogers and Jason Ashford); (30) Relationships between Computer Skills and Technostress Levels: How Does This Affect Me? (Sonya Shepherd); (31) The Use of Multiple Monitor and KVM (Keyboard, Video, and Mouse) Technologies in an Educational Setting (Robin Snyder); (32) A Practical Introduction to the XML, Extensible Markup Language, by Way of Some Useful Examples (Robin Snyder); (33) Design Principles to Improve Website Accessibility (John Stamey and Thomas L. Honeycutt); (34) A Follow up: Developing Growing Need for Soft-Skills in IT Professionals (Dewey Swanson and Julie Phillips); (35) Multi Media Madness--Improving Professional Development for Instructional Technology (Nancy Thibeault); (36) Center for Instructional Technology: A Strategic Imperative (Debra Volzer, Richard Farmer, and Mark Weaver); (37) E-Portfolios for Student Teachers-Second Year of a Pilot Program (George Weimer and Tim Hall); (38) How to Protect against Terrorism, Disasters, and Disaster Recovery (An Introduction Class) (Victor Williams); and (39) The Effect of a Computerized Teaching Assistant on Student Interaction, Student Satisfaction, and Retention Rates of Students in a Distance Course (Cheryl Reindl-Johnson). (Individual papers contain references. For the 2005 proceedings, see ED490133.)

This qualitative study is a two-part analysis of first year algebra textbooks adopted for use in South Carolina. Part 1 examines the five books selected in the 1984 adoption. This comparison of first year algebra textbooks examined: (1) whether the textbook authors had adjusted the traditional context of math texts at this level to reflect interest in including females and ethnic minorities in the target audience, and (2) motivational factors, comprehension cues, technical aids, philosophical position, cost, and textbook sales for the year of adoption. Part 2 extends the survey to the five textbooks selected in the 1990 adoption process and addresses the changes made by publishers in response to the National Council of Teachers of Mathematics (NCTM) standards. (Author/MDH)