Adverse childhood experiences (ACEs) are a common and pervasive problem. There is a positive correlation between ACEs and difficulties across the lifespan. Unlike healthy forms of stress, ACEs have a detrimental impact on the developing brain. There are three types of trauma: acute, chronic, and complex. Most ACEs are considered complex trauma,…

The use of Art for educational reasons has been recently developing in Greece both in formal education and in Adult Education. Relevant theoretical texts and studies, (Dewey, 1934. Gardner, 1990. Perkins, 1994) pin point that training through the Arts can contribute to an integrated learning, since through systematic observation of works of art,…

Fred Wood and Steven Thompson claim that inservice educational practices should be changed because, first, more adults are operating at a lower stage of cognitive development than previously believed, and, second, adults prefer learning in informal social situations. This article challenges the adequacy of the research analysis underlying these…

Defends the claims made in an earlier publication by the authors that inservice programs should be more experiential because the cognitive development of adults is less uniformly advanced than previously supposed and because experiential learning is more effective. Cites additional supportive research. (PGD)

The Questions to Upgrade and Encourage Student Thinking (QUEST) program is designed to improve student reading comprehension by improving teacher questioning skills. (Author/MLF)

Seven key generalizations based on research findings from the study of children's language offer specific implications for classroom instruction and for instructional policy formulation and decision making. (Author/MLF)

A framework for staff development which focuses on acquisition of pedagogical language is presented as a means to increase teachers' cognitive complexity about the teaching-learning process. The language and concepts found in educational theory and research are key factors in enabling teachers' reflective instructional decision making. (JD)

Criticizes Madeline Hunter's teaching model emphasizing a perceived mechanistic and simplistic approach. Also stresses the ways the author feels the model negates the teaching of thinking skills. Attacks the scientific approach of Hunter's model, its philosophic perspective, and the training process. (MD)

Presents examples of how an understanding of Perry's theory of intellectual development can increase the faculty member's or student personnel worker's understanding of students and improve communication. The theory is translated into developmental clues based on student comments, which can be used for practitioner training. (JAC)

A peer coaching program in Georgia involved 22 elementary teachers as participants in professional development to stimulate their cognitive development. Teachers learned the peer coaching process, then participated in four coaching cycles. The program raised their conceptual levels, reduced teacher isolation, and developed more positive attitudes…

A long-range program of staff development must be an integral part of any process of program development and maintenance. (Author/PHR)

The article identifies trends concerning postsecondary education of the hearing impaired, suggests changes in educational philosophy, and proposes options including community interaction, partnership with business, employment preparation, life-long learning centers, cognitive education, alternative forms of assessment, post-secondary centers,…

Summarizes research examining the potential impact of year-round schooling on organized camping, and research on the developmental needs of children ages 8-11. Implications for camp include stressing the educational value of camp, adjusting camp schedules to accommodate year-round schooling, educating camp staff on child development, and including…

An interview with Robert Garmston, California State University professor, details the cognitive coaching model for supervision or peer coaching of principals, department heads, and teachers. The model is based on the principles that all people can change and therefore develop intellectually, and that teacher performance is based on decision-making…

Results of a study of the cognitive and affective development of 1,292 students, mostly Black or Hispanic, who had been retained more than once in the elementary grades indicate that retention and intervention must take place early to increase subject mastery. Curriculum improvement and teacher retraining are critical factors in improving minority…