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Recommendations for teachers' work with children were identified in eleven popular textbooks focused on child development. Coding yielded 2,200 recommendations. Recommendations emphasized cognition, behavioral learning, and social-emotional development; generally transcended a single age level; and typically did not refer to an underlying theory. Specific age levels were represented distinctively. Consensus practices found in six or more books concentrated on cognitive development, social-emotional development, family and community motivation, management, and self-regulation more so than on foundational principles, research and assessment, physical development, or language and literacy. Limitations and implications for future research and the preparation of teacher candidates are examined.

Due to the substantial amount of content included in the semester‐long introductory physiology course for second‐year pharmacy students, it was desirable to improve efficiency of content delivery. Typical lectures in this physiology course traditionally include both the anatomy and physiology of each system. Students complete anatomy coursework as a prerequisite and thus often find that the physiology component is more difficult to grasp than the anatomy component; however, the more time that is spent discussing anatomy and basic components decreases the amount of time that can be used for the complex concepts. Thus, we sought to allocate more in‐class time to focusing on challenging concepts. The solution was to re‐assign anatomy and basic physiology content to 20‐ to 30‐minute pre‐class lectures recorded using Camtasia Studio and stored in the course management system and available for viewing at any time. Students are required to view a lecture at the beginning of each new topic of physiology prior to the class period for which it is assigned; a short quiz is administered at the beginning of class to ensure student viewing and understanding of the material. Time in class is thus devoted to discussion of the more difficult concepts. The result is a course incorporating online content delivery through a course management system and in‐class content delivery, as well as in‐class active learning. Support: STLCOP

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