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(1975). Open Plan Schools and Inquiry/Discovery Learning. Cambridge Journal of Education: Vol. 5, No. 2, pp. 98-103.

The learning resources center of a community college is one of the most fascinating and challenging educational developments in a score of decades. Because the impact of the community college is recent, its learning resources program has been able to unshackle the bonds of tradition which have deterred proven innovations in education for a hundred years. A primary goal of the learning resources program is to work with other elements of the institution in providing more than the traditional options and possibilities for learning to take place. In higher education, we educators haven't done too well in varying our approaches to instruction. In fact, many innovators say the college is still an almost exact replica of the medieval monastery. On the other hand the community college program is far from monastic. The same pressures which brought many of the problems of the day have also brought with them some of the answers in the form of new approaches, a new climate in which to work, and new technology to utilize. There are three general methods of instruction: 1. Presentation. The transmission of ideas, motivation, and information from an advanced scholar to a less advanced scholar. This is accomplished primarily through lecture, audiovisuals, and television.

(1973). The Concepts of Learning and Need in Adult Education. Studies in Adult Education: Vol. 5, No. 1, pp. 26-30.

Many years ago when the profession of teaching was not a profession-even as professions went those days-primary qualifications for teachers were knowledge of subject-matter and physical stamina. If one had studied his Greek, Latin, and Grammar, and if he were able to calculate tolerably well he might become a teacher. That was providing, of course, he had the physical strength to browbeat overgrown boys into submission and to meet the rigors of working in essentialy uninhabitable school houses. It is doubtful that anyone views the passing of those times and conditions with regret. Frotunately for teacher, pupil, and nation, such days are gone from most areas of our land. Over the years certain worthwhile principles and procedures related to the preparation of teachers were developed and generally accepted. With improved teacher preparation came status. Teaching was recognized as an art, a science, a profession that demanded special preparation beyond knowledge of subject matter. It was demonstrated over and over again that knowing what to teach did not insure knowing how to teach, any more than a surgeon's knowing what to remove from a patient insured his skill in performing the operation. There were, and are, a lot of things a person should know if he is to teach children well. Not only should he know his facts, he should understand pupil motivation-how to present the subject so the learner became personally involved and, perhaps, even carried on a deep interest the rest of his life. A good teacher should know how to organize his teaching into meaningful units that lend themselves to investigation and study; how to select or construct tests and to administer, tabulate and interpret test results; how to meet the individual differences that exist in such unbelievable range in every group of children.

A year or so ago, one of our national magazines published an article entitled, "Gone Are the Days." In brief the article described the teacher of yesterday as a "sourpuss," and welcoming the changes in teacher personnel to the point that gone are the days of the "sourpuss." This article was merely the forerunner of a series of articles, all emphasizing the importance of teaching and the change in the type of teachers entering the profession. Some years previous to the publication of these articles, the teaching profession had reached a low not only in salaries but in prestige and social importance. The statement, "Those who can, do; those who can't, teach" was used by many to describe our profession. This disparaging statement did not represent all of the teachers in the profession but there were enough persons trying to teach to lend some validity to the accusation, and then, because of general conditions there came this refreshing and telling series of articles which has aroused public opinion to the point where there is an accepted belief that something must be done or we are likely to return to the days of the mediocre and the "sourpuss." As a result, there is a growing feeling on the part of the public that schools are tremendously important and that teachers are significant professional persons and that the youth of our country must have the best in the way of teaching. The politicians are becoming aware of the needs and demands of education. Within recent weeks, one of the announced candidates for the presidency of the United States has placed as one item in his national platform, better salaries for teachers. It is quite significant, it seems to me, when a candidate for the highest office in our land announces that something must be done to improve the economic status of teachers. Not only do we find candidates for national offices becoming interested in the needs of education, but a survey of the activities of the state legislatures also indicates that a greater financial support on the state level is coming. All of this points to the need for the proper professional training of teachers. Since public opinion is aroused and a greater financial support is being given for the purpose of improving public education, school teachers, and those responsible for the education of teachers

What is the best professional education and how shall the best social worker be known? These questions plague us all. The press of life demands revolutionary and instant solutions to all our problems?individual and societal. We are uncertain about the best professional education because the profession is uncertain about its mission in society. We do not know how the best social worker shall be known because we are unsure about

The nine newly contracted elementary school teachers in the Briarburg Public School System certainly possessed varied credentials. Five of the nine teachers recently obtained Bachelor's degrees in elementary education from colleges and universities in the Briarburg area. Two of the nine possessed liberal arts degrees supplemented by an additional summer of professional preparation. And two of the nine acquired some professional training, but they lacked a bachelor's degree. College coursework in elementary education completed by these individuals varied from a few foundation courses in one case to more than

Promoting physics studies depends highly on the teacher’s instruction quality. This paper re-examines the influence of participation in a learning community on the teacher’s professional development. As an outcome, improving his students’ physics learning abilities, in light of theories on the process of change, is obtained thanks to the teacher participating the progra Daphne Cohen Brenner is a physics teacher and district instructor in Israel, leading a professional learning community. The article is based on the Ph.D. thesis written at AMU University in the framework of doctoral studies in education.

A significant number of public school children have learning disabilities. Helping them requires proper diagnosis and remediation ideally involving an established team of specialists. Most communities are not this advanced in providing services for the learning disabled. However, there are existing professional services within almost all school districts which can provide significant help for these children if cooperation is established among the different professions.

Two major innovations occurred in medical education in the decade of the 1950's: medical schools were willing to examine themselves critically and to experiment with changes in programs; and medical educators joined with investigators from other fields to inquire into the nature of the learning process in medical education. Indeed, this period has been identified as an "unprecedented period of selfscrutiny."2 The School of Medicine at Western Reserve University launched a bold educational experiment in this period. In 1952, after a period of approximately six years in planning, the school introduced a revised program of medical education.3 Beginning in 1953, a number of studies were undertaken directed at describing students' responses to the revised programs, the nature of the teaching and learning process, and the impact of the school on its students and graduates.4 One of these investigations concerned the detailed study of twenty medical students through four years in medical school and for about five years into their careers.5 In the course of this longitudinal study, observations were made about students' preferences in their use of conditions for learning and, more broadly, their styles of learning. It is the purpose of this paper to describe examples of several styles of learning reflected in students' responses to the educational program. The learning styles are then considered in relation to learning outcomes, particularly

(1953). School Lunch-Link to Learning. Journal of the American Association for Health, Physical Education, and Recreation: Vol. 24, No. 5, pp. 6-30.