This paper discusses the course "Change in Schools" taught at the University of Pittsburgh, spring, 1969. Both masters and doctoral candidates were enrolled. Objectives of the course were sent to the students before the spring session began. One objective required the students to do a detailed analysis of several common supervisory/curriculum…

Describes a study which involved the planning and implementation of cooperative science teaching (team teaching) in an Australian elementary school. (JR)

Reports the results of a study of four different instructional methods used in teaching earth science at the sixth grade level. The objective of the study was to compare the effectiveness of the didactic approach with the process-managerial, the self-directed, and the motivated self-directed learning methods. (JR)

The authors investigated a science course which was divided into two sections, one "student-structured" and one "teacher-structured." Data indicate that the "student-structured" environment enhanced the students' desire to participate in scientific activities, and their belief that they were capable of doing so. (JT)

Discusses the premise of theory, methods, and social science in relation to the history of education. States the articles in this issue demonstrate there are still current active explorations of educational history being conducted. (KDR)

Identifies and presents an example cultural diversity course, defining emotion management. Applies the theoretical concept of emotion management to teaching methods. Offers strategies and exercises. Believes that by applying an understanding of how emotional responses are socially mediated, instructors can facilitate their classes better and…

Explains that findings of interdisciplinary research that point to a decrease in differences between the generations have caused educational science to reconsider the concept of the generational relation regarding its special significance for pedagogics. Presents a conceptual-theoretical framework against this background. (CMK)

This qualitative study aims to interpret the results of a randomized controlled trial comparing two educational programs (directed learning and self-directed learning) in evidence-based medicine (EBM) for medical students at the University of Oslo from 2002 to 2003. There is currently very little comparative educational research in this field. In…

A review of a decade of development of educational technology: audio-visual aids, communication media and the systems approach to learning. (CK)

This article presents data on Big Eight faculty involved with elementary science methods courses regarding their, rank, training, precollege teaching experience, college teaching experience, course load per year, publications, NSTA convention attendance, inservice presentations, and content of their methods courses. Concludes that these professors…

This response to Gersten and Dimino (EC 606 357) claims that their paper: (1) does not emphasize the considerable research literature associated with both the whole language and direct instructional approaches; (2) does not help teachers make balanced instructional decisions; (3) focuses on extreme positions; and (4) considers motivation only in…

Contends that empathy is a powerful tool for understanding history. Discusses theories and meanings of historical empathy drawing from previous research on these concepts. Believes that historical empathy engages students in historical inquiry and interpretation and encourages them to think critically about the past. (CMK)

This paper calls for a close examination of the interface between technology and education. First, it examines previous research in the field of instructional technology. Secondly, it critiques the current body of research, dominated by those in a rather separate field, educational technology. The bodies of research are compared, and a critical…

This paper discusses homework policy as a product of 50 years of experimental research. Part 1 discusses homework guidelines in grades 3 through 8 by suggesting that homework should be assigned, graded, and individualized. In addition, homework should provide feedback about student achievement that includes parental monitoring. Part 2 recommends…