In a survey of 33 teachers about their instructional planning practices, most reported using the required Madeline Hunter model of planning, but in a flexible manner to allow for wide ranges in student ability and interruptions in the school schedule. Difficulties in use of the model are discussed. (JD)

A four-prong instructional model for intellectual-skills development is described. The four prongs are: familiarization, intra-group problem solving, inter-group problem solving, and individual problem solving. A psychological model of what is to be taught, the triarchic theory of human intelligence, provides the underpinning of the instructional…

Asks whether concerns over helping students enter the academic discourse community are not at odds with the pedagogical aims of the interpretive community of the classroom. Suggests that teachers engage students in a dialogue that respects the complexity and value of both student and academic discourse. (RS)

An ecological-systems view is presented describing academic underachievement in highly verbal, gifted adolescents. It is argued that a unique pattern of interests, motives, and cognitive styles results in a differential pattern of achievement for these youth. Implications for psychoeducational assessment, pedagogy, and counseling are discussed.…

Students and recent graduates of a generic undergraduate special education program based on the Direct Instruction model as a basis for methods instruction were surveyed about their attitudes toward it. Results supported previous findings with inservice teachers that experience with Direct Instruction increases positive attitudes toward it.…

Offers perspectives on mathematics education from an instructional design viewpoint through an overview of the conflicting ideological paradigms and three case studies illustrating those models. Presents a personal narrative of the importance of social and cultural realities as a professional engineer. (54 references) (MDH)

A qualitative research project with 71 successful adults with learning disabilities found that their individual achievements shared commonalities which can be taught and learned. A model of vocational success is presented which inculcates behaviors that facilitate adult adjustment. The model's focus is on student strengths rather than weaknesses.…

Describes a Title 1 classroom model that required one day per week of team teaching all students by the regular classroom teacher and Title 1 staff. The remaining four days could involve a standard pull-out or other type of service delivery system. The article explains how the program correlates to the new reauthorization laws. (Author/SM)

Describes efforts by students in a social foundations course to integrate their own personal metaphor of teaching with the metaphor employed by the institution in its conceptual framework. The assignment was based on research that noted the role of the metaphor in the construction of identity for professional teachers. Examples of student…

Assessment of the impact of a collaborative inclusion model involving 670 students with disabilities in 26 schools revealed that student growth was similar in the inclusion and "pull-out" models, general and special education teachers felt quality of service had improved with inclusion, and inclusion was associated with lower rates of…

This article on curriculum and instructional issues in teaching secondary students with learning disabilities discusses the impact of traditional secondary school programs on these students; promising research examining alternative program models and instructional interventions (including the Strategies Intervention Model, Integrated Strategy…

Using a teaching case based on an actual experience of a first-year resource teacher, this article explores several issues related to the effective and efficient implementation of collaborative models. It examines forms of collaboration; skills, qualities, and competencies needed; barriers and facilitators; and potential benefits. (JDD)

Discussions with exemplary Colorado general and special education coteachers led to development of three metaphors for the coteaching process: (1) yin and yang (the uniqueness and unity of the two teachers); (2) the dance (the rhythm, fluidity, and automaticity of effective collaboration); and (3) the particle and the stream (the thriving of…

An elementary music education program designed to encourage creativity and cooperative learning was evaluated over a year with 42 experimental and 61 control fourth-grade students. Results indicated that the elementary music teachers involved were able to adapt cooperative-learning models which influenced students' creativity and attitudes toward…

This article presents major principles of constructivism for teaching and learning of students with disabilities and those at risk for school failure. It describes three idealized constructivist models (endogenous, exogenous, and dialectical) and explores major issues related to constructivism, including the possibility of integrative stances.…