Descriptor
Author
| Archer, Anita L. | 1 |
| Herrmann, Beth Ann | 1 |
| Isaacson, Stephen L. | 1 |
| Reynolds, Catharine | 1 |
| Salend, Spencer J. | 1 |
| Snell, Martha E. | 1 |
| Stevens, Ed | 1 |
Publication Type
| Guides - Non-Classroom | 4 |
| Journal Articles | 4 |
Education Level
Audience
| Practitioners | 4 |
| Teachers | 4 |
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Peer reviewedReynolds, Catharine; Salend, Spencer J. – Teacher Education and Special Education, 1989
Presented are guidelines for designing and incorporating cooperative group learning strategies into teacher preparation courses. Guidelines include determining appropriate content, selecting a cooperative format, forming cooperative groups, teaching cooperative skills, providing feedback, and evaluating learning. The student satisfaction results…
Descriptors: Cooperative Learning, Demonstration Programs, Disabilities, Higher Education
Peer reviewedArcher, Anita L.; Isaacson, Stephen L. – Teacher Education and Special Education, 1990
Three assumptions regarding good teacher education are presented. Teaching strategies are then categorized and discussed according to their place in a training sequence: before, during, and after the training. Each of the teaching strategies promotes generalization of the instructional skills taught. (JDD)
Descriptors: Elementary Secondary Education, Generalization, Learning Strategies, Postsecondary Education
Peer reviewedHerrmann, Beth Ann – Teacher Education and Special Education, 1990
Mental modeling techniques useful in reading classrooms are described, and three phases are outlined for teaching mental modeling by helping preservice teachers to develop a conceptual understanding of reading and reading instruction, learn how to plan and conduct reading lessons that contain mental modeling, and refine their mental modeling…
Descriptors: Cognitive Processes, Elementary Secondary Education, Higher Education, Modeling (Psychology)
Peer reviewedStevens, Ed; Snell, Martha E. – Teacher Education and Special Education, 1995
This article considers issues associated with the role of the special educator in testifying as an expert witness in disputes over special education programs. Guidelines for such witnesses cover preparation for giving testimony, responding to the cross-examination, and ethical considerations. (DB)
Descriptors: Communication Skills, Court Litigation, Courts, Disabilities
