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Glance, Dorea; Rhinehart, Alessandra; Brown, Amanda – Adult Learning, 2018
Drawing upon foundations in constructivist philosophies, learner-centered and flipped-classroom pedagogies, the Learn, Expand, Engage (LEE) Model for teaching clinical skills across the mental health helping professions is presented. Utilizing and incorporating strengths of multiple helping professions, the goals of this model is to enable…
Descriptors: Mental Health, Allied Health Occupations Education, Constructivism (Learning), Student Centered Learning
Li, Xia; Chi, Liping; DeBey, Mary; Baroody, Arthur J. – Early Education and Development, 2015
Research Findings: The present study involved using a questionnaire to investigate the mathematics teaching practices of 74 U.S. and 67 Chinese early childhood teachers. Quantitative and qualitative analyses yielded several key findings. First, U.S. teachers are less intentional in mathematics teaching than their Chinese counterparts.…
Descriptors: Early Childhood Education, Mathematics Instruction, Questionnaires, Educational Practices
Tutt, Rona; Powell, Stuart; Thornton, Mary – Educational Psychology in Practice, 2006
There has been little attempt to relate well-known educational approaches in autism to increased psychological understanding about the condition. This paper addresses that gap. Four discrete educational approaches to autism (Higashi, Lovaas, Option, TEACCH), and two "eclectic" approaches (SPELL, one LEA specific), are explored within the context…
Descriptors: Autism, Developmentally Appropriate Practices, Educational Psychology, Learning Disabilities

Sandall, Susan; Schwartz, Ilene; Joseph, Gail – Young Exceptional Children, 2001
This article presents a model for describing the range of types of support and instruction necessary to make inclusion successful for young children with disabilities. The building blocks include a high quality early childhood program, modifications and adaptations, embedded learning opportunities, and explicit child-directed instruction.…
Descriptors: Academic Accommodations (Disabilities), Developmentally Appropriate Practices, Disabilities, Early Childhood Education
My Transition from Conventional to More Developmentally Appropriate Practices in the Primary Grades.

Pelander, Jim – Young Children, 1997
Describes a primary teacher's experience with implementing developmentally appropriate practice. Documents the process of changing teaching methods, abandoning ability grouping in reading, giving children significant choices, following children's progress, staying informed and sharing with colleagues, informing parents, and evaluating teaching…
Descriptors: Age Differences, Developmentally Appropriate Practices, Educational Strategies, Instructional Effectiveness
Chiasson, Kari; Yearwood, Jo-Anne; Olsen, Glenn – Journal of Early Childhood Teacher Education, 2006
As more children with disabilities are served in early childhood settings, preservice training programs have a responsibility to provide future early childhood educators with the knowledge, skills, and confidence to actively participate as a team member in meeting the needs of young children with disabilities. This article provides a description…
Descriptors: Early Childhood Education, Special Education, Preservice Teacher Education, Methods Courses