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Nissim, Yonit; Naifeld, Edni – Journal of Education and Learning, 2018
This study focuses on implementing co-teaching models in the practical experience of teacher training processes. It examines the experience models in terms of theory versus practice from the perspectives of students of education and training teachers (school and pre-school) who participated in the special "Academy-Class" program in the…
Descriptors: Foreign Countries, Team Teaching, Preservice Teacher Education, Theory Practice Relationship
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Scouller, Dianne L. – Journal of Education & Christian Belief, 2012
Recent research in two New Zealand Christian schools found that despite biblical vision and mission statements and declarations of pedagogy built on biblical foundations, actual classroom practice frequently differed little from that in secular schools. Teachers could clearly articulate their respective school's vision and goals but all except one…
Descriptors: Foreign Countries, Parochial Schools, Christianity, Institutional Mission
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Kantor, Ken – English Education, 1987
Assesses English education since the Dartmouth Conference in 1966. Observes that the personal growth model which emerged from the conference is more difficult to implement than the skills model and the traditional heritage model. Claims that the emphasis on examining writing settings reflects the search for a broader context for the personal…
Descriptors: Educational Trends, Elementary Secondary Education, Teaching Methods, Teaching Models
Feldhusen, John F. – 2001
This digest paper presents a model for the education of gifted children and youth based on the concept of talent development and suggests specific ways to identify and develop talent. New conceptions of intelligence and talent developed by Sternberg, Gardner, and Gagne are noted. Feldhusen's and Wood's model of talent recognition and development…
Descriptors: Ability Identification, Elementary Secondary Education, Gifted, Talent
Luby, Antony – Hands On, 1994
Describes the elements of a democratic education model currently being used in Scottish schools. The model relies on reflective classroom practice, includes both structure and freedom in the learning environment, provides reproductive and productive forms of learning, and furthers the ideal of democracy through everyday classroom practice.…
Descriptors: Democratic Values, Educational Practices, Educational Principles, Elementary Secondary Education
Dunne, Richard – Gifted Education International, 2002
Discussion of why many experimental educational programs seem promising initially but disappointing when widely applied leads to detailed examination of the concept of "explanation." A proposed model for planning classroom work involves: (1) focusing students on the nature of the problem; (2) orienting pupils to a theoretical construct; and (3)…
Descriptors: Concept Formation, Educational Innovation, Elementary Secondary Education, Gifted
Gursky, Daniel – Teacher Magazine, 1991
Education guru Madeline Hunter crusades against the intuitive, spontaneous, improvisational approach to teaching and spreads her model of teaching as an applied science in which education is based on proven research findings that link cause and effect. The article details her beliefs and reactions by supporters and critics. (SM)
Descriptors: Academic Achievement, Educational Theories, Elementary Secondary Education, Faculty Development
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Johnsen, Susan K. – Journal for the Education of the Gifted, 1999
This critique of J. Renzulli's review of his own work on gifted education suggests that no classroom observational studies have critically examined the dynamic interaction of Renzulli's Three-Ring Conception of Giftedness model, that within a school context the model is difficult to conceptualize, and that the model's complexity limits the number…
Descriptors: Classroom Observation Techniques, Educational Practices, Elementary Secondary Education, Gifted
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Tarver, Sara G. – Learning Disabilities: A Multidisciplinary Journal, 2000
This article presents the goals, philosophy, and theory of the Direct Instruction model. The theory stresses the learning of generalizations with multiple examples through a highly structured curriculum. Connections between theory and practice are illustrated with a variety of examples of thinking operations from Direct Instruction programs.…
Descriptors: Classroom Techniques, Curriculum Design, Disabilities, Educational Philosophy
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Rudduck, Jean – Journal of Curriculum and Supervision, 1988
This article reviews aspects of the work of Lawrence Stenhouse in curriculum development and research, identifying and summarizing his core ideas: curriculum development as social and political action, the importance of case studies for involving teachers in research, and teaching as an art. (TE)
Descriptors: Case Studies, Curriculum Development, Curriculum Research, Educational Philosophy
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Scheuermann, Brenda; Webber, Jo; Boutot, E. Amanda; Goodwin, Marilyn – Focus on Autism and Other Developmental Disabilities, 2003
Discussion of personnel preparation in autism spectrum disorders considers areas of concern including the current teacher shortage and attrition among special education teachers, noncategorical versus categorical teacher training, lack of scope and depth of most autism training models, clashes in theoretical orientations, and interactions with…
Descriptors: Autism, Elementary Secondary Education, Needs Assessment, Preservice Teacher Education
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Warren, Steve F.; Yoder, Paul J. – Journal of Special Education, 1994
This paper discusses the historical context of communication and language intervention and critiques three widely used interventions. It advocates a cross-paradigmatic approach because its inherent flexibility fits with what is known about language acquisition, the nature of different intervention approaches, and human development. This approach…
Descriptors: Communication Disorders, Constructivism (Learning), Educational History, Elementary Secondary Education
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Mercer, Cecil D.; And Others – Journal of Special Education, 1994
This article examines constructivism in terms of the learner, the content, teacher-student interactions, motivation, and assessment; evaluates mathematics standards and their sensitivity to students with mild/moderate disabilities; and identifies 19 instructional components derived from constructivism, focusing on teacher behaviors, teacher…
Descriptors: Academic Standards, Constructivism (Learning), Disabilities, Elementary Secondary Education
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Westby, Carol; Torres-Velasquez, Diane – Remedial and Special Education, 2000
Using a sociocultural framework, this article describes the importance of mediated learning and the difference between theoretical and empirical learning for developing scientific literacy. Components of scientific literacy are identified and a conceptual model adapted from ethnomathematics is used to demonstrate effects of theoretical learning on…
Descriptors: Age Differences, Cultural Influences, Elementary Secondary Education, Experiential Learning
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Clark, Frances L. – Learning Disabilities: A Multidisciplinary Journal, 2000
This article presents the strategies instruction model as an effective intervention for students with learning disabilities. It describes the model's components (curriculum, instruction, environment), its theoretical basis, the teacher's role, teacher-student interaction, and appropriate contexts. Studies of the model's effectiveness are…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Intervention, Learning Disabilities
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