Effective professional development programs for science teachers provide opportunities for active learning and teacher self-reflection on beliefs about science teaching, learning, and practice. One model that fosters active learning and promotes reflection is collaborative curriculum development, in which teachers work together with university…

How might students engage mindful learning? How might the professor engage mindful teaching? Both questions derived from fieldnotes a participant observer had created for the Future of Learning 2010 Summer Institute (Harvard Graduate School of Education) and the Tests and Measurements course, fall 2010 at Edward Waters College (EWC). Additionally,…

Shows that six minor modifications in the standard format for summer teacher institutes can modestly increase the mastery of geography content by participants. Discusses the six modifications and demonstrates their effects based on observations of two institutes, one that did employ the modifications and one that did not. (DSK)

A 4-week institute to prepare vocational educators in leadership positions for a change agent role in vocational education curriculum development was held on the Oregon State University campus from June 19 to July 14, 1967. A broad-based approach to the curriculum process was used, implementing an organic curriculum concept and behavioral…

The Instructional Development Project at Harper College from 1970 to 1973 is described. The objective of the project was to improve instruction by providing a framework and an inservice training program for faculty members. A total of 30 instructors participated in the project at a total cost of $35,223 including released time costs, and…

The 1971 Oregon Small Schools Program summer institute at Willamette University, June 14-18, was attended by 200 elementary and secondary teachers, librarians, counselors, principals, and superintendents from more than 50 Oregon school districts. The major purpose of the summer institute (funded under Title III of the Elementary and Secondary…

One of the problems encountered by adult basic education (ABE) teachers was the lack of understanding of the process of curriculum development. This resource document contains an orientation to and an evaluation of the two-week teacher training institute held at Memphis State University. The first session dealing with instructional objectives…

A report of the proceedings of an Institute on Core Curriculum Design, held in June, 1979 at Saint Joseph's College, Rensselaer, Indiana, is presented. Contents include: prefatory matter including the director's preface, the editor's preface, a list of participants, the schedule of the activities of the institute, the keynote address ("On Getting…

This report on the 1960 National Defense Education Act Summer Language Institutes for elementary and secondary school teachers is the second such evaluation prepared under the direction of Dr. Stephen A. Freeman. Descriptions and general objectives of the Language Development Program in the 37 NDEA Institutes for some 2,000 teachers are reviewed…

This independent evaluation, prepared for the United States Office of Education, of the first National Defense Education Act Summer Institutes for elementary and secondary school teachers of foreign languages describes general objectives of National Defense Education Act Institutes and procedures for evaluation. Mention is made of experimentation…

In February, 1971, the Milwaukee Public Schools approved the establishment of "Urban Studies" as a one year elective social studies course. A program Improvement Proposal (PIP) was then formulated to solve implementation problems for this program, stressing use of the city as a learning laboratory. Objectives of the proposal were that teachers in…

The motivation behind the curriculum design and evaluation procedures of the East Asian Summer Language Institute's Chinese school are discussed. Two instructional methods, learning model instruction and acquisition model instruction, are described. (23 references) (CB)