The clinical education component provided to dental hygiene students is an essential part of their development as competent practitioners. Instructor approaches to clinical teaching are therefore critical in providing quality clinical learning experiences. This study sought to identify dental hygiene students' perceptions of "best" and…

In light of the widespread recognition of the enduring challenge of enhancing the learning of all students--including a growing number of students representing diverse racial, ethnic, and socioeconomic backgrounds--there has been an explosion of literature on teaching, learning, and assessment in higher education. Notwithstanding scores of…

An analysis is presented of the Hunter Staff Development Model. Suggestions for improving the implementation of the model are based on a review of the literature pertinent to the Hunter model, and a series of interviews with: (1) teachers and administrators who have received training in the Hunter model; (2) a group of Hunter Staff Development…

The more that educators understand about student motivation, the better that teachers can tailor their pedagogy to prepare students for the job market. The purpose of this study was to acquire a more complete understanding of what drives secondary students and how student motivation and development relate to effective teaching. It is hoped that an…

Proposes a model to help teachers become consumers and producers of research as an integral part of classroom instruction. The strategy begins with teachers' concerns and aims at helping them become more responsible for directing their own professional development. Suggests employment of the model in preservice teacher education. (TRS)

This monograph discusses learning communities in the context of community colleges, presents the challenges and benefits of learning communities, provides examples, and outlines the steps for a community college to follow in initiating a learning community. In part 1, the authors discuss the educational context in which learning communities have…

Develops an initial theory of teachers' conceptions of classroom discussion using in-depth interviews and grounded theory's constant-comparative technique. Identifies six generally held conceptions of discussion and five factors that influenced teachers' use of discussion. Examines implications for teachers, teacher educators, and researchers…

Argues that understanding teachers' conceptions of discussion is a neglected and important issue. Reviews new insights from literacy research on text discussion; suggests how that literature provides a broader context for understanding social studies teachers' conceptions of classroom talk. Reflects on the relationship of open-forum discussion to…

Considers issues related to teachers' conceptions, the nature of classroom discussion, and future research on these topics. Addresses the role of discussion as a method of instruction and a goal of instruction. Argues that classroom discussion promotes civic competence and integration of knowledge and skills across disciplines. (DSK)

This paper proposed to apply the perspective of constructivism to the classroom setting. Secondary science teachers and university personnel jointly developed and experimented with a variety of constructivist teaching strategies. Data were collected in the form of teacher anecdotes, audio and videotapes of lessons and student interviews, teacher…

In an effort to present important research results in readable form for elementary and secondary teachers of mathematics, this publication reviews a model and ways of effectively teaching mathematics. The model of instruction proposed by Good and Grouws is based on teacher-centered whole class instruction. Perspectives and guidance are offered in…

Presents several instructional techniques. Discusses cueing, set, continuous reinforcement, and using positive feedback. Considers the learning styles of students and the type of classroom that is conductive to learning. Provides examples. (MVL)

A study examined whether scaffolding (the interaction that emerges when novices and experts work cooperatively) can be extended if the scaffolding model for facilitating problem-solving instruction is imposed. Eight teachers were instructed and coached in the use of scaffolding to teach first graders listening comprehension skills. When a group of…