Student engagement is an important consideration for teachers and administrators because it is explicitly associated with achievement. What the authors call the ABC's of engagement they outline as: Affective engagement, Behavioral engagement, and Cognitive engagement. They also present "Three Things Every Teacher Needs to Know about…

The present study aimed to assess empathy and prosocial behavior in 6-7 year old children with autism spectrum disorders (ASDs). Results showed, first, lower levels of parent- and teacher-rated cognitive empathy, and similar levels of affective empathy in children with ASD compared to typically developing (TD) children. Second, emotion recognition…

This discussion is based on the premise that a significant proportion of school learning is emotional or affective and that much of this learning is in the form of classical conditioning or respondent learning. (Authors/JA)

Explains some of the applications, hazards, limitations, and possibilities of confluent education, the educational approach which seeks to merge the cognitive and the affective into a whole and to educate, as well as train, the whole person. (Author/PR)

Generic competencies in physical education have been drawn up in Michigan based on student-oriented competencies rather than activity-oriented statements. The competencies are classified as psychomotor, affective, or cognitive. (JMF)

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

The author examines how students in three countries use four styles of cognitive integration (affective balance, affective-evaluative consistency, centralization, and image comparability) within the cognitive domains of nations, acquaintances, self-roles, and family relations. (DE)

Discusses the possibility of utilizing the play focus of children to provide a superior medium for cognitive learning, utilizing parent-teacher team teaching. (AN)

This booklet describes a systematic procedure for developing and writing performance objectives for any instructional environment. In developing performance objectives, their six elements must be kept in mind: the learners, the behavior, the areas of instruction, the methods of measurement, the time limits and/or prerequisites, and the level of…

The author supports the theory that one of the important relationships between literature and knowledge is the language of literature. (MM)

Competency waivers for major physical education sport and dance classes developed by the women's physical education staff at Washington State University are discussed. (RC)

This study was undertaken to determine whether hierarchically structured problem situations could be developed and used to identify where individual solutions to problems in elementary physics are interrupted and whether examination of student approaches to problem situations would be useful to physics teaching. A random sample of 26 students…

Behavioral objectives serve several functions: (1) identify expected learner outcomes for a given lesson or unit of study, (2) provide a basis for selection and organization of materials and experiences for effective learning, (3) provide a systematic means for devising ways of evaluating student performance and (4) provide a means to identify…

Described is a study to test the assumption that factual knowledge and feelings are independent variables acting to some extent to produce environmentally responsible action. (Author/RE)