A developmental model for collaborative learning at the college level, based on the notion of the development of expertise, is outlined. Five stages are described: (1) the learning of rules, techniques, and strategies; (2) applying the techniques and strategies to the particular teaching context; (3) developing competence; (4) becoming proficient;…

Mastery and performance goals can dramatically influence college students' self-regulated learning. These independent but complementary types of goals are shaped in important ways by how faculty organize and structure their classrooms for learning, particularly through the tasks assigned, development of student authority, and the focus of student…

The Center for Educational Policy and Management at the University of Oregon has developed a professional development term for improving teaching skills of secondary school teachers. The content of the program has been drawn from two major categories of instructional research: (1) classroom management and organizational strategies that promote and…