The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1,000…

Describes the development of a Learning and Teaching Conference at the University of Brighton; discusses the value of the conference as a staff development initiative and for disseminating good practice and raising the profile of learning and teaching; reports on feedback from participants; and reflects on experiences of running the conference.…

An understanding of adult learning principles will enable staff developers to select the most appropriate learning environment for participants. The purpose and sample activities of formal, informal, or non-formal learning environments are presented. (JD)

This paper sets forth implications for staff development of a social constructivist perspective on school teaching, learning, and subject matter. The perspective is illustrated by an overview of the research-centered staff development work done in the beginning months of the Teachers' Conceptual Change in Practice Project. In the first half of the…

This handbook serves as a guide for administrators and lead teachers in a staff development program for improving the quality of instruction in high schools in Oregon. The staff development program is divided into a 2-day basic training program and a 3-day advanced training program. In the first session, participants learn to establish learning…

Describes a Long Island, New York, school district's staff development project designed to improve student learning and thinking strategies by applying interactive and constructive learning theory. The three-year project focused on bettering reading instruction across the curriculum and used teacher-selected materials and demonstration lessons to…

The book is written for educators in both mainstream and special provision schools, as well as teachers who are new to the field or those who are working in isolation from other specialists, the book gives practical advice on how to employ appropriate teaching and learning strategies. The book includes: (1) an overview of autism and how it affects…

New ways to learn at work draw upon workers' previous experiences, link concepts and practices, and encourage reflection and the transfer of knowledge from one situation to another. Action, situated, and incidental learning are three current approaches. Action learning is a systematic process through which individuals learn by doing. It has been…

Intended to assist teachers at all levels and to help students become independent strategic learners, this guide is based on the philosophy that with proper instruction students can understand the reading/learning process and apply this knowledge across the curriculum. Strategies presented in this guide are designed to aid learning from content…

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.…

This article discusses the use of demonstration in teacher education programs, emphasizing demonstration's potential in teacher preparation and staff development programs, and detailing the practical problems associated with its use. Demonstrations serve: (1) to illustrate teacher instructional behaviors or thinking and decision processes related…

This brief paper on promoting the self-determination of students with severe disabilities begins by identifying barriers to training in self-determination skills, such as a perceived lack of student benefit and insufficient staff training. The question of whether students with severe disability benefit from instruction to promote…

The high achievement of students in the Johnson City School District (JCSD) in New York is attributed to three factors: (1) the mode of instruction from elementary through high school is grounded in a common theoretical base--Bloom's work on Mastery Learning and Glasser's work on Reality Therapy; (2) the teachers participate in staff development…

A mathematics staff development program engaged kindergarten through twelfth grade Georgia teachers in a constructivist approach to learning for use in the classroom. The Problem-Solving and Thinking Project emphasized that teacher and student learning is not done passively and that teachers must be taught as it is hoped they will teach. (SM)

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…