Two Continuing Education Models for Preparing Teachers to use Whole Language

For teachers in two school systems, a longer initial in-service training time with four follow-up meetings throughout the school year was more effective in increasing knowledge and applications of whole language philosophy than a shorter initial training time with follow-up meetings twice a month for two semesters. A shorter initial training with more frequent follow-up meetings resulted in a more favorable attitude toward whole language

Continuing education · Mathematics education · Medical education · Pedagogy · EFL/ESL Teaching and Learning · Medicine · Psychology