Reflective practice is considered a highly valued graduate attribute in the field of occupational therapy. Occupational therapy educators influence and shape how students develop into reflective practitioners. Reflective practice requires a set of complex thinking skills that are typically focused on personal experiences and can be broken down…

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from…

In this article we explore how reconceptualizing the role of technology in place-based education (PBE) enhances place responsive pedagogies through technology. Combining the strengths of adventure learning (AL) and PBE, Adventure Learning @ (AL@) advances both place responsive education and online learning in science education. This is needed, as…

Being asked to give the Charles H. McCloy research lecture is one of the highlights of the author's academic career. Although McCloy's primary area of expertise was measurement and the analysis of motor skills, he also shared an avid interest in youth development through sport and physical activity. In this article, the author features youth sport…

This article discusses the critical developmental factors in the modeling of motor skills and suggests practical implications for teachers of young children. Major factors for successful modeling involve the students' cognitive-developmental level and the students' motivational orientation. CJ)

The authors discuss activities that help mentally handicapped adults emphasize thinking processes: observation questions, impact chart, solving a puzzling situation, and use of examples/nonexamples. The authors stress use of simple concepts, concrete objects, and realistic situations in developing intellectual skills. (CT)

Visual learning has long been recognized as an integral process in educating biology undergraduates, who must develop specific visual skills and knowledge in order to communicate and work in the extensive visual culture shared by practicing biologists. Student experiences with field observations and the development and application of verbal/visual…

Teaching skills can be acquired or modified through various processes, including observation, concept acquisition, practice, and feedback. However, evidence does not indicate that combining these processes into a single training methodology provides any advantage for teacher trainees. Teaching also may be influenced by providing information about…