Using information drawn from a study of six distinguished clinical medical teachers, six domains of knowledge essential to quality clinical teaching were identified and incorporated in a model: knowledge of clinical medicine, patients, the context of teaching rounds, learners, general principles of teaching and learning, and case-based teaching…

Contributions of motor skill and cognition to sport performance change across age, expertise, and sports. Knowledge and decision making should not limit the development of expertise. Specific strategies for teachers may help students develop expertise. The paper discusses the contribution of knowledge and skill to expertise and its development.…

Currently, little is known about knowledge and cognitive skills that underlie expertise in learning, performance, and instruction of sport and physical activity. The paper makes research suggestions, encouraging the exploration of expertise and the translation of research about expert knowledge and cognitive and motor skills to the design of…

The influence on interlocutors' relative content knowledge on conversational participation in interactions between native speakers (NSs) and nonnative speakers (NNSs) with limited oral skills is investigated. Results indicate that both NSs and NNSs appeared conversationally active, but there were different patterns of participation that could to…

A study of 211 medical students in small-group classes taught by both subject-area experts and non-experts found that the facilitator's content expertise alone did not determine the amount of teacher-directed behavior in a group, student learning, or student satisfaction. Case focus and case training were also significant factors. (Author/MSE)

Describes the Stanford University Teacher Assessment Project (TAP), noting researchers gained insight into the dynamics of teacher assessment and concomitant scoring, the nature of professionalism, and the activity of qualitative research. The article focuses on TAP's 100 Statement Project. (SM)

Discusses stories as a powerful source of knowledge about both the conventional, hierarchical nature of supervision and the transformative alternative that recasts it as a critical, collaborative practice. The paper examines three recurring themes concerning supervisor role (authority, critic, and resource) and one theme concerning the teacher's…

The CONNTAC program marks an attempt to develop an integrative performance assessment process that will measure knowledge, skills, and instructional repertoire of beginning teachers. The development of assessment center exercises and the critical role that scoring plays in exercise development are described. (SLD)

Estimates the influences of home background and formal schooling on adult intelligence quotients using the LISREL computer program and longitudinal data collected in Sweden for 671 men. Shows the importance of formal schooling in increasing the intellectual capital of a nation and highlights policy and practice implications. (SLD)

Knowledge about Acquired Immune Deficiency Syndrome (AIDS) of Western New York's undergraduate teacher education students was determined via the AIDS Knowledge and Teacher Attitude Survey. Results indicated most students did not know enough about AIDS; females knew more than males; and secondary education majors knew more than elementary education…

Scientific and everyday knowledge domains are compared so as to reveal the distinctive differences between their goals and the cognitive processes used to attain them. The main goals, working goals, learning difficulties, knowledge structure, concept specification, knowledge organization, role of school science, program-solving instruction, formal…

The development of sex stereotype knowledge (SSK) was studied using 120, 120, and 204 Portuguese children aged 5, 8, and 11 years, respectively. SSK increased with age and socioeconomic status. Results are compared with findings from Brazil, Latin America, and a 24-country study by D. Best and others (1977). (SLD)

This study examined the impact of facial plastic surgery, labeling (mentally retarded, normal, Down's syndrome), and level of knowledge of Down's syndrome on 127 student teachers' evaluations of slides of persons with such characteristics. Although there was no overall significant main effect for the pre-post operation condition, there was a…

Proposes methods by which laboratory practical exams may be structured to assess outcomes from laboratory instruction. Presents eight general considerations for writing and using practical exams. Describes four example laboratory exams involving a box camera, circuit boxes, floating objects, and light. (MDH)

Written descriptions by students in grades 3-7 (n=274) of common 2-dimensional geometric shapes were examined to compare the level descriptors of the van Hiele Theory and the SOLO Taxonomy. Results indicate that descriptors associated with the SOLO Taxonomy more accurately describe the quality of student thinking. (MDH)