Students often complain that the content of their studies is not practice-oriented enough because they do not recognize the importance of theory. This theory-practice problem has long been discussed in teacher education. Explicit research on religious education (RE) is only just beginning. This article tries to evince some connectors between…

The experiential growth group (EGG) is a common pedagogical activity employed in counselor education and is required by CACREP and ASGW standards. However, various parameters of such a training modality were not specified. The author first reviewed the multitude of current EGG delivery methods and student experiences in EGG. Then, 3 aspects of the…

Discusses a way of introducing a scientific controversy that emphasizes objective aspects of such issues as multiple theoretical interpretation of phenomena, choosing a theory, and insistence on the chosen theory. The goal is to give students a better insight into the workings of science and provide guidelines for building theories in their own…

This introduction to a special issue on using consultants to improve teaching in higher education considers the origins and rationale for instructional consulting, raises some questions about the conceptual underpinnings for consulting practice, examines who offers and who sells consultation, and urges training in consultation skills and greater…

This book offers guidance for the development of learning communities at the college level. The book analyzes examples of learning communities at a wide variety of institutions, including research universities, commuter campuses, residential campuses, and four- and two-year institutions. Chapter 1 offers definitions and characteristics of learning…

Discusses possible theoretical underpinnings of proposed courses in teaching and learning for higher education teachers. Proposes a model which draws upon the disciplinary perspectives of academics and conceives of three kinds of knowledge in dynamic relationship: public knowledge, personal knowledge, and knowledge derived from present…

Asks whether concerns over helping students enter the academic discourse community are not at odds with the pedagogical aims of the interpretive community of the classroom. Suggests that teachers engage students in a dialogue that respects the complexity and value of both student and academic discourse. (RS)

Argues for more blurring of the roles of teachers, students, and researchers. Examines models and metaphors in process instruction (specifically the Jazz Metaphor), and shows how new "blurred" roles for teachers and acceptance of a range of methods can be applied in working with future teachers. (KEH)

This paper offers a model of faculty staff development for distance education that does not require, or permit, continuous change in instructional design. The model is based on the paradigm shift ideas of Thomas Kuhn and the reeducation model of Kurt Lewin. In the model offered reeducation implies not simply education or training, but involves…

Discusses themes surfacing at the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology (Gainesville, Florida, January 16-20, 1990), including the necessity of the scientist-practitioner model and importance of integrating the various parts. A conference policy statement describes the…

Reviews recent research on student learning and motivation and applies conclusions to college instruction. Examines findings and instructional implications of the behaviorist model, the cognitive model, metacognition, learner-centered models, the unique learner, and motivation from a learning perspective. Concludes that the biggest variable in…

In this article, the reflective practitioner is first defined conceptually and operationally. Implications for structuring teacher preparation programs that enable reflectivity are then discussed. (Author/IAH)

A study examined whether modeling desired teaching strategies would produce future teachers who could confidently go into a new classroom and set up a writing program. Four weeks of class time in a teacher education class at Northeastern University in Oklahoma were used to teach the writing process through the use of a writer's workshop. Results…

This paper opens with a story of what was once cutting-edge, state-of-the-art technology and its integration into preservice teacher preparation. It is a story of the technology, in this case video recording, the theories applied to its educational use, and a specific teacher training method--microteaching. The historical context of microteaching…

Describes the variety of motivating instructional techniques modeled by the instructor in an undergraduate foundations of education course: lecture with transparencies; effective use of videos; cooperative learning; effective review techniques; computer-assisted instruction; and the Program for Effective Teaching model. (IAH)