Across nearly 20 years working as a secondary mathematics teacher, the author noticed two overarching goals that most teachers of mathematics consider to be important in their practice: (1) students knowing and understanding the content; and (2) students engaging with the learning and enjoying their time in class. However, in practice, attaining…

This article explores the theoretical foundation of the NCSSFL-ACTFL Can-Do Statements, developed by the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL), describes why and how to use these progress indicators in language education and reveals the value and impact on…

Case-writing within an integrated, systems-based health professions education curriculum presents many unique challenges. Specifically, case-writing in this context must consider integration of multidisciplinary learning objectives and synthesis of biomedical and clinical sciences. Establishing an effective process for content integration and…

It is crucial for teachers to communicate effectively about educational objectives to students, colleagues, and others in education. In 1956, Bloom developed a cognitive learning taxonomy to enhance communication between college examiners. The Bloom taxonomy consists of 6 hierarchical levels of learning (knowledge, comprehension, application,…

This article suggests that educational psychology should pay more attention to the role of the curriculum when the optimal motivation to learn in school is considered. The curriculum frames the teaching-studying-learning process in school. This fact has several implications on the motivation to learn in school. After the child starts school, his…

There is little question that the fundamental purpose of education--what the ancient Greeks referred to as the "telos"--is to promote student learning. For decades, both experts and the general public have agreed that any effort to improve the education system must focus squarely on optimizing student learning, motivating students to achieve, and…

States that if educational equality is defined, not in terms of equal learning facilities and equally well qualified teachers, but in terms of equal outcomes, equality has not been achieved. True equality implies recognition of learning as life-long process, for the purpose of self-fulfillment. (Author/RW)

Discusses auditory practice (listening) as a factor in the learning process and as a goal area. Refers particularly to the "terminal" nine-year school. Motivation is high, because auditory skill can be developed to a higher point earlier than speech production. (IFS/WGA)

Discusses the goals, the theoretical base, and the implementation of the Personalized System of Instruction in speech communication courses. (MH)

The author's purpose here was to analyze some of the basic assumptions on which the present practices of open education are built and to investigate the apparent discrepancy between theory and practice. (Author/RK)

Although the study of learning theory can produce principles applicable to the design of instruction, virtually no instructional materials in existence today have deliberately been prepared on the basis of such principles. Terms used in four different learning theories--motivation, (Neal Miller); stimulus control (Skinner); distinctive conditions…

A unified model of teaching and learning, representing a synthesis of internal and external forces influencing learning processes, diagrams interrelationships between the following processes: activator, situational evaluation, anticipated ends, stress, action, outcome, external evaluation, feedback, internal assessment, curiosity, and internal…

This monograph was developed to help K-12 classroom teachers infuse career education into the teaching/learning process as a regular part of their instructional responsibilities. After defining career education, this booklet briefly discusses the rationale, target population, and who is responsible for career education. Then follows a discussion…

THIS VOLUME IS DIVIDED INTO FIVE MAJOR SECTIONS. IN THE FIRST SECTION, HAWKINS STATES THAT THERE ARE CERTAIN THINGS WHICH CAN ONLY BE LEARNED BY DISCOVERY. GLASER IMPLIES THAT WHEN AN OBJECT IS DESCRIBED IN BEHAVIORAL TERMS, THE BEHAVIOR IS TEACHABLE. IN THE SECOND SECTION, WITTROCK REVIEWS THE LITERATURE OF RESEARCH. CRONBACH PRESENTS A CRITICAL…