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,…

This position paper identifies the purposes and underlying rationale of the middle school, outlines what the middle school program should be--curricular, instructional, and organizational-administrative, and presents some leadership implications. It is assumed that if educators understand the root causes of transescent behavior, they will deal…

Since May 1980, participants in the Early Adolescent Project at Brooklyn College of the City University of New York have studied the early adolescent as a learner in a series of colloquia, discussions, and observations. The purpose of the study has been to develop recommendations for schooling of the early adolescent and for continuing and…

Examined how aspiring Scottish principals conceptualized school leadership and management, discussing the impact of continuing professional development (CPD) on practice in the context of the Scottish Qualification for Headship (SQH). Changes in SQH candidates' cognitive frameworks were traced over time. Results suggest that social processes have…

The means by which different delivery strategies can be matched with or made to accommodate to different inservice goals are discussed. A framework for assessing when one delivery strategy is more appropriate than another is provided. The framework for planning inservice delivery outlines distinct but complementary strategies that focus upon three…

Cognitive apprenticeship involves modeling of a task by an expert, learner performance and reflection with coaching, internalizing, and generalizing. It is effective because knowledge is created and made meaningful by the context in which it is acquired. (SK)

A qualitative interpretivist study analyzed interrelationships among professional practice, knowledge gained in continuing professional education (CPE) programs, and context of employment. Eighty semi-structured, tape-recorded interviews were conducted with social workers, lawyers, adult educators, and nurses who had attended continuing education…

A project at the University of Calgary attempted to find ways in which university continuing education units could intervene programmatically to enhance professionals' autonomous learning skills and attitudes. The format was a workshop-lab spread over a 5-week period, with the first session of 1.5 days followed by 3 follow-up meetings of 4 hours…