The gap between students' formal, school-based learning and informal, social learning has been widely acknowledged. To overcome this gap, academic service-learning (AS-L) pedagogy involves deliberate efforts to interconnect formal and informal learning by enhancing students' transitions across multiple authentic settings and fostering their…

Danielson's Framework for Teaching has provided a common language for discussions of teaching practice for almost 20 years. Many educators love the Framework's comprehensiveness; they find the specific language to be useful as they strive to improve their practice. For other educators, however, the Framework's 22 components and 76 smaller elements…

Although prior work has shown that mastery-approach achievement goals are related to positive learning behaviors (e.g., more interest, perseverance, and self-regulation), less is known about how these goals interact with instruction to influence knowledge transfer. To address these issues we conducted a laboratory experiment investigating how two…

Presented are five arguments for implementing the affective objective of "develop a good attitude toward learning and teaching science" for preservice science teachers. (SL)

This paper discusses the nature and usefulness of performance objectives, and asserts that they can be springboards or coffin lids depending upon the intent of the user. Performance objectives facilitate: (1) directions for the learning context, (2) selecting learning opportunities, (3) fitting the learning context to the learner, and (4)…

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

Fifty-two college students, enrolled in an introductory psychology course, served as subjects for this study, the purposes of which were: (1) to determine whether supplying subjects with a list of behavioral objectives causes them to focus their learning efforts on the specified behaviors to the extent that attention to non-specified behaviors is…

The use of behavioral objectives appears to be aimed at teaching students the answers to questions; however, education is a great deal more than learning answers to prepackaged questions. (DF)

Suggests the use of specified objectives rather than behavioral objectives. They would be chosen by the school according to its own philosophy of education, and would be specified only for certain subject matter which the school considers basic. (Author/DR)

Literacy, values, and stemming from these, purposeful action are seen as the two basic and inseparable educational objectives. The mathematics curriculum, behavioral objectives, and the affective domain are discussed in light of these two objectives. Statements from various national committees and advisory boards are included. (LS)

Discusses the role of laboratory work in biology and suggests reasons (mostly related to the preparation of teachers) for the continuing emphasis on confirmatory laboratory exercises rather than student directed investigations. Gives examples of process and affective objectives, and practical suggestions for using behavioral objectives to guide…