Coaching is a common approach to professional development and support for quality in early care and education (ECE) settings, and is an especially important part of professional development because it can be tailored to meet teachers' and family child care (FCC) providers' needs and can positively affect instructional practices, the quality of the…

The core practice of professional scientists is inquiry, often referred to as research. If educators are to prepare students for a role in the professional scientific and technological community, exposing them to inquiry-based learning is essential. Despite this, inquiry-based teaching and learning (IBTL) remains relatively rare, possibly due to…

The changing demands of the 21st century--and the students growing up in it--are generating fundamental challenges to historical assumptions about what education looks like. The challenge today is to provide a deeper level of personalized learning to each and every student so that all can achieve mastery of the Common Core standards and other…

Obligatory educational training of Swedish university teachers rarely involves senior teaching staff from research-dominated environments, despite the positive effects of junior staff training. Senior science academics were surveyed to gauge their views on the principles of teaching and learning and of teaching rewards. These views were compared…

This book is a guide to an approach to professional development in which one's own teaching is a field of inquiry. The book explores the nature of the university teacher's inquiry and the importance of questioning personal and intellectual values in university teaching. The chapters are: (1) "Introduction to the Enquiry"; (2) "The…

This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad…

The ENVISION professional development model uses active teacher involvement in inquiry and inquiry-based teaching to enhance teachers' understandings about inquiry-based study of local environmental problems and teaching science using inquiry. Teachers also design and implement professional development for their school-based colleagues about…

This package contains four videotapes: "Process-Oriented Learning" (27 minutes); "Developing Cooperative Citizens" (23 minutes); "Culturally Sensitive Learning" (27 minutes); and "Technologically Competent Learning" (16 minutes). The videotapes are accompanied by a 23-page manual, "Guidelines for the…

Calls for the crucial need to incorporate alternative approaches into everything teachers do and the mistakes teachers make in the classroom. Discusses three specific instructional trouble areas of every teacher's reality and common mistakes. (ASK)

This issue of the journal, "Seeds of Innovation," focuses on the teacher as learner, on creating successful supportive learning environments for professional growth and development. It draws from experiences of Tennessee adult basic education (ABE) practitioners who participated in the 1993-94 Literacy Trainers Institutes and the 1994-95 Learner…

Professional development allows prospective teachers to develop their professional skills in order to help students achieve higher standards. The need for more challenging mathematics content for students means that teachers will also have to learn more challenging mathematics content and how to teach it. This document suggests new ways of…

This 6-issue, complete year of a Belgian-Dutch collaboration offers complete articles on pedagogical subjects, some with an English-language summary; reviews of new Dutch-language books; and titles from related Dutch-language journals. Articles include: "On the Policies of the Journal of Pedagogy" (P. Smeyers); "Pedagogic…

This book is designed to provide elementary science teachers with practical ideas for putting the vision of the National Science Education Standards into action in the classroom. The first three and last two chapters discuss the Standards that apply to teachers of all grade levels: (1) Teaching; (2) Professional Development; (3) Assessment; (4)…

Describes learning to teach as a task involving learning to think and act in ways appropriate to the profession's demands. Describes the language of practice, using common sense and practical analyses of knowledge and action. Illustrates these concepts with a study of student teachers and applies architecture's pattern language to teaching.…

Examines some of the purposes of environmental education and suggests teaching strategies related to these purposes. Identifies four target groups of professionals who have different needs within a tertiary education setting. Discusses the defining characteristic, major learning outcomes, useful teaching methods, and overall teaching strategies…