No abstract

A project was designed to implement an integrated curriculum in mathematics, science, and reading by promoting the professional growth of K‐4 in‐service teachers through a 6‐hour graduate course. The course adopts a view of teachers' knowledge acquisition based on constructivism, a perspective currently more accepted for elementary children than for teachers. The effectiveness of the project in the Ist year was evaluated in part by employing content examinations, portfolios, journals, questionnaires, and course assignments. The findings suggest implications for teacher educators, program administrators, teachers in K‐4, and the children served by the educational system.

No abstract