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Weber, Alan – Educational Leadership, 1990
Whereas the writing process is recursive, Instructional Theory into Practice (ITIP) is a linear, sequential series of instructional decisions. By understanding the relationship between these two models, staff development and curriculum specialists can assist teachers by coordinating support group sessions and followup training using a common…
Descriptors: Cognitive Processes, Elementary Secondary Education, Integrated Activities, Learning Strategies
Craney, Thomas J. – 1989
The practicum was designed to establish a staff development program to help teachers to systematically employ whole-brain and responsive instructional approaches with "at risk" students and to provide the theoretical/conceptual, practical, and experiential knowledge base necessary for program development incorporating cognitive styles.…
Descriptors: Brain Hemisphere Functions, Cognitive Style, Elementary Education, High Risk Students
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Saarenkunnas, Maarit; Jarvela, Sanna; Hakkinen, Paivi; Kuure, Leena; Taalas, Peppi; Kunelius, Esa – Learning Environments Research, 2000
Describes the pedagogical framework of an interdisciplinary, international project entitled NINTER (Networked Interaction: Theory-Based Cases in Teaching and Learning). Discusses a pedagogical model for teacher and staff development programs in a networked environment; distributed cognition; cognitive apprenticeship; challenges for educational…
Descriptors: Computer Networks, Educational Technology, Higher Education, Interdisciplinary Approach
Scott, Harry V. – 1994
4MAT is an 8-step, sequential instructional model based on two theoretical constructs: Kolb's model of learning styles and the concept of brain hemisphericity. The model, developed by B. McCarthy (1987), is derived by interacting each of Kolb's four quadrants with both left and right brain. Kolb outlined four learning styles based on the four…
Descriptors: Brain Hemisphere Functions, Cognitive Style, Educational Research, Elementary Secondary Education
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Davidson, Neil; And Others – Journal of Staff Development, 1990
Discusses four models of staff development for cooperative learning in mathematics: graduate seminar with weekly meetings; workshop enhanced by support systems and followup; school-based staff development with monthly meetings; and projects involving collaboration between university and school district personnel. The article lists 10 important…
Descriptors: College School Cooperation, Cooperative Learning, Elementary Secondary Education, Group Activities
Lytle, Susan L.; And Others – 1992
Poor preparation of adult literacy educators is often blamed for the failure of adult literacy students. Four critical issues related to developing the adult literacy professional work force are as follows: how literacy is learned in adulthood; how practitioners learn and improve their practice; how new knowledge is generated in and for the field;…
Descriptors: Adult Basic Education, Adult Educators, Adult Literacy, Educational Research
Lytle, Susan L.; And Others – 1992
Inquiry-based staff development is a promising direction for rethinking practice and research and for generating knowledge from a field-based perspective for adult literacy. Rethinking staff development entails investigating a number of current assumptions: the nature and function of literacy learning in adulthood; adult literacy practitioners as…
Descriptors: Adult Basic Education, Adult Educators, Adult Literacy, Educational Research