In this case study the authors investigate how a Native Greenlandic teacher planned and implemented the Center for Research on Education, Diversity, and Excellence Standards for Effective Pedagogy, an instructional model that builds upon students' cultural and linguistic strengths. Researchers and educators interested in transformative education…

Two dyads of students (ages 10-12) with moderate mental retardation were taught domestic and vocational chained tasks, with each student of each dyad being taught just a part of the task. Results indicated that constant time delay was effective, and all students learned a substantial amount of their partners' tasks through observation. (Author/JDD)

Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…

Constant time delay was found to be an effective strategy in teaching targeted facts to four secondary-age students with mild and moderate mental retardation. Students also learned other students' target facts through observation and learned incidental information embedded in the consequent event following correct responding. (Author/JDD)

Summarizes the research related to effective training approaches to teacher education. Describes an inservice program that incorporates the recommendations to improve teachers' questioning techniques. Recommends peer discussion and feedback among teachers to develop practical understanding of questioning techniques through analyzing their work.…

Examines teachers' roles as mediators of knowledge and cognitive learning in the classroom. Cites research findings concerning teacher effectiveness, expertise, and curriculum knowledge. Urges user-friendly, explicit methods of classroom teaching as opposed to child-centered learning without mediation by the teacher. Suggests that teacher…

This study found that constant time delay was effective in teaching word reading to four students (ages seven to eight) with mild handicaps. Individual attentional response was more effective and efficient in learning to spell words than in choral attentional response. Observational and incidental learning occurred for all students. (Author/JDD)