This contribution aims at informing readers about a current education and training design approach which is based on theory building and practical experience. It is about the development of comprehensive competence-based education, which is different from earlier attempts to develop competence-based education. In many education development…

Even evidence-based instructional methods may not be sufficient for closing achievement gaps. If teachers are not maximizing instructional time, achievement gaps are likely to widen over time; therefore, instruction need not only be effective but efficient as well. The purposes of this article are to (a) provide practitioners with a broad…

School-based response to intervention (RTI) teams must gather, organize, chart, and interpret essential instructional information to make effective adjustments to meet the academic needs of struggling learners. Quantified data such as student proficiency scores, rate of progress trends, and achievement gap results provide the foundation for making…

Designed to serve as an introduction to instructional development for the teacher or graduate student who has not read extensively in the field, this chapter presents an operational definition of the instructional development process; explores the human dimensions of the process; provides graphic models of instructional development; and makes…

To help avoid past mistakes in attempts at curriculum and instructional improvement, this article offers five guidelines for secondary school curriculum change and innovation. (DCS)

This discussion of the current state of the art in the field of instructional development includes an integration of the points made by the authors of Chapters 1-12 in the book, "Instructional Development: The State of the Art, Volume I," together with additional material. A discussion of professional organizations, journals, and…

A discussion of microcomputer applications in elementary and secondary school social studies is accompanied by a list of publications and a checklist to aid educators in evaluating programs for microcomputers. Six instructional uses of the microcomputer are drill and practice, tutorial, demonstration, simulation, instructional games, and computer…

Types of changes being recommended by various national educational reports were compared with actual changes reported in a national sample of high schools. Implications for staff developers are offered. (DF)

This notebook is designed to help educators who are currently learning to design and present inservice programs, educators who are already inservice providers but who might benefit from an overview of inservice theory, and educators who are hiring, supervising, or evaluating inservice providers. It is divided into three parts: (1) Introduction and…

Forty-four papers from the 1981 conference of the Higher Education Research and Development Society are presented that focus on issues related to the planning of learning, technique and art in teaching, and judging the effectiveness of learning. Among the papers and authors are: "Planning the Means by Which Teaching and Learning Should…

Trends in computer graphics include increasing speed of processing, higher-resolution computer displays, and easier-to-use software with expanded clip-art libraries and high-quality templates. In the 1990s, colleges and faculty should be preparing for the changes this will soon bring in the teaching/learning process. (MSE)

This collection contains 19 articles which address the themes of helping teaching and research come into balance, improving the art of teaching, seeing and envisioning teachers as developers, modeling effective faculty development practice, and looking at the faculty spectrum. The essays are grouped under six major subject headings: (1) Teaching…

Faced with the growing concern over educational effectiveness, efficiency, and productivity, many schools are turning to educational technology, especially the computer-based curriculum products known as integrated instructional systems. However, it is vitally important for educators to examine and gain a clearer understanding of technology's…

Describes the origins, development, and products of the slow- learner social studies curriculum development project at Carnegie-Mellon University (Pennsylvania) in the late 1960s. Maintains that this project represented the last wave of curriculum projects to emerge from the national reform efforts following Sputnik. (CFR)

Reports on a study of the geographic content in 44 secondary school U.S. and European Advanced Placement history lessons. States that 75% of 550 references to geographic content were categorized as "passing references," not "substantive references." Concludes that core geographic concepts that enable students to understand and…