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Bertram Bruce Sullivan, Sherry Elaine 2015-09-25T19:54:04Z 2015-09-25T19:54:04Z 10000-01-01 2005 2005 Some recommendations for overcoming these persistent obstacles to best practice in elementary science teaching include: (a) preparing prospective teachers to understand and cope with change processes, (b) to understand the nature of teaching and schooling, and (c) to understand the nature of teacher education itself through explicit discourse about these topics. In addition, development of greater partnerships among university faculty and schools though Partnership School models and other community-building efforts can afford prospective teachers more opportunities to enter the discourse; perhaps even as change agents. Made available in DSpace on 2015-09-25T19:54:04Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3182386.pdf: 4341526 bytes, checksum: b4ce3385bd03692ec0417c48ec18741a (MD5) Previous issue date: 2005 Embargo set by: Seth Robbins for item 81133 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 171 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005. http://hdl.handle.net/2142/79851 (MiAaPQ)AAI3182386 eng Education, Sciences Elementary Science Education: Dilemmas Facing Preservice Teachers text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.