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| Teacher Education and Special… | 4 |
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| Dieker, Lisa A. | 1 |
| Elksnin, Linda K. | 1 |
| Jones, Eric D. | 1 |
| Krouse, James P. | 1 |
| Monda-Amaya, Lisa E. | 1 |
| Rojewski, Jay W. | 1 |
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| Journal Articles | 4 |
| Reports - Research | 4 |
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| Researchers | 1 |
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Peer reviewedElksnin, Linda K. – Teacher Education and Special Education, 1998
Analysis of responses (N=141) to a survey of teacher educators concerning the Case Method of Instruction (CMI) found that 78% were using or had recently used CMI; CMI was used most frequently in assessment and methods classes. Respondents identified CMI advantages as the application of theory to practice and development of problem-solving skills.…
Descriptors: Case Method (Teaching Technique), Disabilities, Elementary Secondary Education, Higher Education
Peer reviewedDieker, Lisa A.; Monda-Amaya, Lisa E. – Teacher Education and Special Education, 1997
A study investigated the impact of training and reflective frameworks (concerning effective instruction and problem solving) on reflective patterns of seven preservice special education teachers. Results indicated that the effective teaching frameworks had minimal impact on problem solving. However, direct training and use of a problem-solving…
Descriptors: Disabilities, Elementary Secondary Education, Higher Education, Preservice Teacher Education
Peer reviewedRojewski, Jay W.; And Others – Teacher Education and Special Education, 1994
No significant differences in academic achievement or problem-solving ability were found when 212 undergraduate and graduate students in an introductory special education course received class lecture alone or class lecture and either a hypertext-based instructional program or a linear drill-practice computer-assisted instructional program.…
Descriptors: Academic Achievement, Computer Assisted Instruction, Disabilities, Drills (Practice)
Peer reviewedJones, Eric D.; Krouse, James P. – Teacher Education and Special Education, 1988
Student teachers (N=21) in elementary classrooms for mildly handicapped learners were randomly assigned to training and supervision in either databased problem-solving instructional approaches or conventional treatments. Teachers in the databased condition had significantly greater effects on reading achievement and off-task behavior control. No…
Descriptors: Arithmetic, Diagnostic Teaching, Elementary Education, Higher Education
