The decade since publication of "Place as Text: Approaches to Active Learning" has seen an explosion of interest and productivity in the field of experiential education. This monograph presents a story of an experiment and a blueprint of sorts for anyone interested in enriching an existing program or willing to experiment with pedagogy…

Graduates of the six regional 2007 "We the People: Project Citizen" professional development summer institutes were surveyed to determine how useful they found their institute experience, and to the extent to which their participation at the Center-sponsored institutes influenced their teaching of civics and government. The study was…

The concept of cultural competency, its application, and impact on K-12 learning have not received much attention in the literature. Teachers need to understand the connection between culture and pedagogy when teaching minority and underrepresented students. The purpose of this qualitative case study was to examine whether the skill sets in…

"A review of the two national workshops carried out by ACSSAVO to assure knowledgeable personnel at work in every state." (Editor)

Teachers who have participated in Summer Institutes of the National Writing Project (NWP) have often claimed "it changed my life." What do teachers mean when they say this? What does it mean to "transform" in a professional development setting, and what might researchers and professional development providers gain from an…

Problem: Since abolition of slavery, the United States has struggled to recognize people of color, specifically African-Americans, as equal citizens worthy of equal education. For several generations, within the curriculum of American schools, students have been taught the narrative of American History with a Eurocentric perspective. However, the…

This is the NSF 1970 Summer Institute Participant Questionnaire, consisting of seven sections with a total of 105 items, and its covering letter. (For related documents, see TM 002 379, 382.) (DB)

Based on the characteristic of gifted children to master content quickly and on needs of classroom teachers to provide differentiated instruction in content areas, the teacher institute emphasized the role of the content specialist. The highly significant gain from pre- to posttest suggests the institute curriculum was effective. (Author/CL)

In order to help teachers negotiate the changing contexts of foreign language education, the National K-12 Foreign Language Resource Center (NFLRC) at Iowa State University began offering summer institutes in 1994. The authors were surprised at the intense interest in the institutes focused on technology. Since then the NFLRC has offered 36…

This appendix lists the planned level of work by the participants in the Summer Institute courses. These levels were coded from 0 through 5 in relation to the following definitions: work at level of introductory course; work at level normally requiring approximately a year of prior study of basic subject matter; work at level normally requiring…

A DENTAL ASSISTANT TEACHER TRAINING PROGRAM OF APPROXIMATELY 4 WEEKS IN LENGTH WAS HELD FOR GRADUATES OF ACCREDITED DENTAL ASSISTING PROGRAMS HAVING 5 OR MORE YEARS OF DENTAL ASSISTANT TEACHING EXPERIENCE. THE 72 PARTICIPANTS WERE PRE- AND POST-TESTED IN KNOWLEDGE AND SKILLS OF DENTAL ASSISTING. THE PRESENTATION INCLUDED LECTURES, DEMONSTRATIONS,…

Of all the summer institutes for educators, the Harvard University Project Zero Research Center's "Views on Understanding" institute stands out as one of the few offering extensive exchanges amongst researchers and practitioners from all over the world. "Arrival" captures the experience of one participant while capturing the essences of plenary…