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Descriptors:
Humanities Instruction; Instructional Effectiveness; Interdisciplinary Approach; Learning Activities; Learning Strategies; Program Effectiveness; Program Evaluation; Secondary Education; Teacher Effectiveness

Abstract:
Project PIONEER (Partnerships in Integrating and Operating New Effective Educational Research) was a 2-year funded Title VI Excellence in Education Grant awarded to Independent School District 861, Winona, Minnesota, for the purpose of promoting among secondary students "learning how to learn" skills and an awareness of how knowledge is organized in the humanities. The instructional effectiveness of the project was validated via faculty conducted action research that focused on the effects of three 2-day inservice training events on 27 faculty participants over a period of 3 semesters. Facilitators also structured a support network that included follow-up sessions, research dissemination, individual consultation, and maintenance of resource files. Project PIONEER is ongoing and continues to improve student academic achievement and enhance teacher interest in active learning strategies. (JAM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (534K)

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Abstract Reasoning; Classroom Techniques; Cognitive Development; Cognitive Style; College Faculty; College Students; Conflict Resolution; Educational Theories; Higher Education; Models

Abstract:
Intended for college instructors interested in promoting and developing intellectual abilities in their students, this publication details the Perry and Toulmin models of cognitive development. The first section explains the Perry model of dualistic students, who are comfortable in a framework of absolute knowledge and unquestionable right and wrong answers, multiplistic students, who recognize multiple perspectives but are unable to evaluate and weigh them adequately, and relativistic students, who are comfortable questioning authority and see knowledge as relative to their own frames of reference. A second section suggests implications of this model for classroom instruction, followed by a section providing information on how to find out more about the Perry model. A fourth section looks at the Toulmin model of cognitive development, which is characterized by a six-step system of rational argumentation, and how the model may be applied in the classroom. A final section notes that relativistic students are, by definition, working within the Toulmin model, and suggests that academic study demands that students work on a relativistic level. (JC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Higher Education; Preservice Teacher Education; Program Development; Student Centered Curriculum; Student Development; Teacher Education Programs

Abstract:
The rationale and implementation of a development-based, liberal arts oriented teacher education program established by the College of St. Teresa (CST) in Winona, Minnesota are described. The program began changing in the mid-1970's, and has gradually responded to several issues such as the Dean's Grant Program and the National Commission on Excellence in Education. The first chapter of this report details needs to focus on student development. A unified science program is discussed in Chapter 2, and Chapter 3 describes the Dean'S Grant Program for CST education students. The fourth chapter describes changes occurring as a result of CST's "Design for Choicemakers" program. Organizational factors that support the program changes are considered in the fifth chapter. Source materials which were prepared for the different projects at CST are presented in appendices. (CB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1905K)

Descriptors:
Abstract Reasoning; Cognitive Processes; College Faculty; Course Content; Higher Education; Mainstreaming; Preservice Teacher Education; Problem Solving; Scientific Methodology; Student Needs; Teacher Effectiveness

Abstract:
At the College of Saint Theresa (Minnesota), the efficacy of preparing qualified teachers in four years is supported through three years of activities in conjunction with a Dean's Grant Project. Project PRISE (Preparing Regulars in Special Education) is based on two themes: (1) Teacher education graduates should be able to use reasoning skills to solve the academic and social problems of mildly handicapped students; and (2) Teacher education faculty must work together and depend upon each other for optimal preparation of the students. Three sets of factors influencing the direction of Project PRISE are the project's experiences, an educator's previous work experience and bias, and empirical findings. A review of these three factors illustrate the importance of: (1) knowledge of course content or subject area; (2) knowledge of teacher education content; (3) use of reasoning or process skills; and (4) inter-college and intra-college cooperation of teacher education faculty. (CJ) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Change Strategies; Course Content; Course Objectives; Course Organization; Curriculum Design; Curriculum Evaluation; Mainstreaming; Program Descriptions; Special Education; Teacher Education; Teacher Education Curriculum

Abstract:
The problems encountered in restructuring teacher education programs to train regular teachers in special education skills to meet the needs of mainstreamed students are examined. It is concluded that there is an overlap in content in education courses and that many of the subjects already required, such as psychology, prepare teachers to cope with the special child. If such subjects are stressed there is little need for radical curriculum changes. (JD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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