We recognise that though teachers may participate in various forms of professional development (PD) programmes, learning that they may have gained in the PD may not always lead to corresponding perceivable changes in their classroom teaching. We offer a theoretical re-orientation towards this issue by introducing a construct we term…

This study reports the findings from a year-long randomized evaluation assessing the impact of assigning 62 classrooms in Nigeria to receive either blocked or interleaved math problem sets. Blocked practice sessions focused on a single skill at a time. Interleaved problem sets alternated between different skills within a practice session. On tests…

Science, Technology, Engineering and Mathematics (STEM) education has been identified as a keystone teaching and learning area for developing students' knowledge and skills on interdisciplinary critical thinking and problem solving (We use the term 'interdisciplinary' because discipline knowledge and methods were integrated from different…

Recently, there has been a growing interest in learning approaches that combine two phases: an initial problem-solving phase followed by an instruction phase (PS-I). Two often cited examples of instructional approaches following the PS-I scheme include Productive Failure and Invention. Despite the growing interest in PS-I approaches, to the best…

Described in this paper is a project utilizing the linkage concept in the implementation of a diffused team planning process in six elementary schools undergoing desegregation. Strategies employed in designing the project are reviewed. These reviews include a retrospective analysis of the first two years of the project, a review of the minutes of…

Describes a management skills seminar for head nurses and supervisors which utilizes an inductive method of problem analysis, maximizes transference of learning, participation, and reinforcement, and is based on principles of adult education. (TA)

One of the major issues related to teaching an introductory programming course is the excessive amount of time spent on the language's syntax, which leaves little time for developing skills in program design and solution creativity. The wide variation in the students' backgrounds, coupled with the traditional classroom (one size-fits-all) teaching…

This article presents the Practical Action Teaching Model and discusses its four phases: identification of the practical problem, practical reasoning or deliberation, action, and reflection. It incorporates intrinsically motivating, practical, value-based student problems that call for critical and creative thinking and offer opportunities for…

Three types of homework are described: consolidation, challenge, and diagnostic. Details on homework for less able students, general guidelines, and replies to arguments against a homework program are included. (MP)

This book presents a theory of how adults learn by making meaning of their experiences. Chapter 1 gives an overview of an emerging transformation theory of adult learning, compares it with other theories of adult learning, and describes the dynamics of the process through which one makes meaning of one's experience. Chapter 2 examines the way…

A strategy for decision making in the design of reading instruction is suggested in this paper. Decision categories, or "junctures," are anticipated, and a set of principles is developed as a guide to selection and sequencing of program tactics. Included in the discussion is an analysis of the problems inherent in decision making, an examination…

This study involved secondary teachers in the evaluation, modification, and use of a program built and experimentally tested in elementary schools. Program reactions were gathered from teachers who would eventually use the program, and evaluations were also obtained from instructors outside the experiment. Evaluations from both groups were…

This study evaluated the construct validity of the Learning Styles Inventory. Learning styles of participants in a continuing professional education program were associated with both the evaluative statements learners make about the design of the program and their attitudes toward lecture and small group sections of the program. (CT)

Current changes observed in medical education include alterations in program intensity, length, and cost; a greater selection of teaching methods; clinical experience sites; institutional goals and objectives; student evaluation techniques; and teaching sites. Students are being challenged increasingly to become self-directed problem solvers.…

Strategic leadership is perhaps the area where undergraduate students have the least experience. Therefore, a focus on developing these skills is critical for college-level leadership educators. Teaching strategic leadership requires that educators design programs that make explicit, direct, and formal links between theory and practical…