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Direct linkNikula, Johannah; Buffington, Pamela; DePiper, Jill Neumayer; Louie, Josephine; Tierney-Fife, Peter – Educational Leadership, 2021
For professional learning to "stick," teachers need to connect what they learn to their practice--and particularly to their work with their current students. The authors describe a PD program they've developed for math teachers with emergent multilingual students (English language learners) in their classes. Teachers choose "focus…
Descriptors: Faculty Development, Inservice Teacher Education, Mathematics Teachers, Multilingualism
Lusardi, Meng Li – Educational Leadership, 2017
Meng Li Lusardi, a Chinese teacher at an independent school in New York, recently set out to provide her students with more personalized learning and assessment. In this article, Lusardi documents how she revamped a project with personalization in mind, which resulted in content-rich exploration and greater student engagement. The author's…
Descriptors: Private Schools, Individualized Instruction, Student Evaluation, Learner Engagement
Guskey, Thomas R. – Educational Leadership, 2010
Schools are frequently inundated with demands to implement new instructional interventions and teaching methods that are not yet backed up by a solid body of research. Fortunately, many of these innovations include elements of more established strategies for which evidence of positive effects does exist. Guskey describes the core elements of one…
Descriptors: Mastery Learning, Teaching Methods, Response to Intervention, Feedback (Response)
Peer reviewedBodrova, Elena; Leong, Deborah J. – Educational Leadership, 2005
Early childhood education must bolster basic cognitive and social-emotional competencies to prepare children for authentic learning. The preschool educators should view academic skills and concepts as valuable tools in the process of developing essential competencies.
Descriptors: Early Childhood Education, Cognitive Development, Social Development, Emotional Development
Peer reviewedSinatra, Richard – Educational Leadership, 1983
Brain research indicates that sensory-motor experiences during childrens' preschool and early school years may be the foundation for later language development. (MLF)
Descriptors: Cerebral Dominance, Cognitive Development, Concept Formation, Developmental Stages
Peer reviewedMiller, William C. – Educational Leadership, 1973
Article evaluated the merits of career education and defined its purpose for the curriculum. (RK)
Descriptors: Career Education, Career Planning, Concept Formation, Curriculum Development
Peer reviewedEhrenberg, Sydelle D. – Educational Leadership, 1981
Presents some ideas about concept learning and teaching strategies through which the learner can be guided. Characteristics of curriculum materials that promote concept development are discussed. (Author/MLF)
Descriptors: Concept Formation, Concept Teaching, Curriculum Development, Elementary Education
Peer reviewedMcCarthy, Bernice – Educational Leadership, 1985
Describes the 4Mat System, an instructional plan adapted to diverse learning styles, and suggests ways for teachers to use the system. Includes seven recommendations for staff development. (MCG)
Descriptors: Concept Formation, Elementary Secondary Education, Guidelines, Holistic Approach
Bybee, Rodger W.; Van Scotter, Pamela – Educational Leadership, 2007
For many, the dominant model of curriculum development in science includes generating a topic, clarifying science content, identifying activities associated with the topic, and figuring out an assessment. Unfortunately, this approach tends to overemphasize activities and underemphasize mastery of science concepts and the process of scientific…
Descriptors: Science and Society, Curriculum Development, Biology, Science Curriculum
