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Direct linkSheehan, Beth J.; McDonald, Mark A.; Spence, Kirsty K. – Journal of Management Education, 2009
In management education, the classroom-as-organization (CAO) approach to teaching has been a topic of much discussion and debate. Given the authors' experiences in teaching sport event management, it is known that the CAO approach helps students develop greater self-confidence, greater self- and social awareness, and a greater understanding of…
Descriptors: Administrator Education, Teaching Methods, Athletics, Activities
Peer reviewedOsborn, Alan R. – Arithmetic Teacher, 1971
Descriptors: Class Organization, Experiential Learning, Instruction, Laboratories
Peer reviewedBarson, Alan – Arithmetic Teacher, 1971
Descriptors: Class Organization, Elementary School Mathematics, Experiential Learning, Instruction
Peer reviewedVance, James H.; Kieren, Thomas E. – Arithmetic Teacher, 1971
Descriptors: Class Organization, Educational Experiments, Experiential Learning, Instruction
Burke, Gerald Clayton – 1973
Ten highly motivated and above-average intermediate algebra students were selected to complete a ten-week schedule of activities involving the mathematizing of some physical representation of a phenomena and the studying of that model. Ten activity-based exercises, most adapted from LABORATORY MANUAL FOR ELEMENTARY MATHEMATICS by Fitzgerald, et…
Descriptors: Class Organization, Doctoral Dissertations, Experiential Learning, Individualized Instruction
Download full textVictoria Education Dept. (Australia). – 1967
These three pamphlets by the Department of Education in Victoria, Australia, provide an overview of the elementary mathematics curriculum which is described in greater detail in SE 012 723 to 729. The aims and philosophy, and the content and structure of the course are outlined, and methods of classroom organization to allow for individual…
Descriptors: Arithmetic, Class Organization, Curriculum, Elementary School Mathematics
New York State Education Dept., Albany. Bureau of Elementary Curriculum Development. – 1974
The rationale behind the use of mathematics laboratories is stated, then directions for organizing and implementing a math lab are given. Topics such as housekeeping, keeping an inventory, noise level, record keeping and assignments, giving grades, correlating textbooks with a math lab, and finding meaningful laboratory problems are each discussed…
Descriptors: Class Organization, Curriculum, Elementary School Mathematics, Experiential Learning
Peer reviewedMatthews, Geoffrey; Comber, Julia – Arithmetic Teacher, 1971
Descriptors: Class Organization, Elementary School Mathematics, Experiential Learning, Instruction
Peer reviewedEwbank, William A. – Arithmetic Teacher, 1971
Descriptors: Class Organization, Concept Formation, Evaluation, Experiential Learning
Peer reviewedBoucher, Jim – Mathematics in School, 1972
Describes the British primary school approach to mathematics learning. (MM)
Descriptors: Arithmetic, Class Organization, Elementary School Mathematics, Experiential Learning
Peer reviewedSimpson, Steve – Journal of Experiential Education, 1981
A student teacher describes his experiment to foster experiential learning in a secondary sociology class by allowing the students to determine their own classroom society and teaching and evaluation methods. He also describes the unfavorable reaction of his cooperating teacher. (NEC)
Descriptors: Class Organization, Classroom Techniques, Educational Change, Experiential Learning
Fitzgerald, William M. – 1972
This paper traces the growth of the concept of a mathematics laboratory and reviews recent research and developments in this field. The first section quotes several interpretations of the term and discusses some of the activities advocated by its proponents. The second section quotes extensively from E. H. Moore (1902) and McLennan and Dewey…
Descriptors: Class Organization, Concept Formation, Educational Development, Experiential Learning
Weiner, Wendy L. – Instructor, 1997
Offers three simple strategies for storing and managing hands-on learning materials in the classroom. The strategies include a checklist of storage solutions for the materials, a description of creative hands-on learning centers, and a list of strategies for managing students' use of hands-on materials. (SM)
Descriptors: Class Organization, Classroom Environment, Classroom Techniques, Elementary Education
Peer reviewedRepicky, Paul A. – School Science and Mathematics, 1978
The efforts of three science teachers in individualizing an existing eighth grade physical science program are analyzed. The individualized program utilizes team teaching, student choice in selecting contracts, and extension of the standard eighth grade physical science curriculum. (MN)
Descriptors: Class Organization, Experiential Learning, Grade 8, Individualized Instruction
Peer reviewedMiller, Wilma H. – Reading Teacher, 1971
Descriptors: Art Activities, Class Organization, Communication Skills, Diagnostic Teaching
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