Danielson's Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized…

Despite the critical role of emotions in multicultural teacher education, no attempt has been made to develop an instrument including affect as a dimension in measuring cultural competence for preservice teachers. To bridge this gap, the present three-study research used three distinct samples of 456 preservice teachers to develop and estimate the…

This study examined learning differences for students who were given instructor-provided examples during a lesson compared with student-generated examples. In an experiment, 348 students were exposed to an online lesson about fear appeals and were randomly assigned to either a condition where (a) examples of key concepts were provided by the…

This study examined two effective teaching behaviors traditionally considered by instructional communication scholars to associate positively with students' academic experiences: instructor clarity and immediacy. Our study situated these teaching behaviors in a conditional process model that integrated two key assumptions about student learning:…

The links between the mathematical and cognitive models that interact during problem solving are explored with the purpose of developing a reference framework for designing problem-posing tasks. When the process of solving is a successful one, a solver successively changes his/her cognitive stances related to the problem via transformations that…

The order of problems presented to students is an important variable that affects learning effectiveness. Previous studies have shown that solving problems in a blocked order, in which all problems of one type are completed before the student is switched to the next problem type, results in less effective performance than does solving the problems…

In this paper I address one question asked by teachers who teach online--"How can I build community among my learners in my class?" This paper provides an answer; in fact, it provides ten possible answers, in the form of ten models for teachers to use to build community in on-line courses. Each model has been tried and tested over ten…

This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process-product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for…

The selection of appropriate teaching models with which to bring about meaningful learning is an important and fundamental concern of the professional educator. This paper describes the development of a matrix of models and effects that was a three step process involving the compilation of a list of effects; the development of effect categories by…

This essay argues that the methodology of process-product research is (1) ill suited to generating theories of teaching effectiveness that use students' cognition to explain process-product relationships; and (2) invalid for testing such explanations. The cognitive mediational paradigm, which is described, is proposed as a remedy to these…

Advances a view of instruction based on the nature of cognitive activity, school learning, and instruction and suggests relationships between the CEDARS, cognitive mediational, and task models of instruction. Discusses more than a dozen implications of the cognitive mediational and task models for ways teachers can promote students' cognitive…

Suggests a model which would enable counselor and teacher to become partners with child in helping him to improve his social learning. (Author/CJ)

Teacher education programs have long attempted to teach students to follow a rational mode of thinking. Recent research on teacher thinking has shown that a gap exists between how teachers think and the rational model. Such research should be used to give teacher educators insight into how their students think and learn. (JN)

Through an understanding of learning theories, both those that are cognitive in focus and those which rely on a stimulus-response paradigm, educators may come to a fuller knowledge of what is involved in languaging acts and to a more complete understanding of how to teach necessary communication skills. This paper provides a brief overview of…

Teachers use questioning as a key instructional tool for a number of reasons. Four reasons were highlighted. As well, six major classes of questioning were evaluated. (Author/RK)