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Peer reviewedHobson, P. R. – Australian Journal of Education, 1975
In this rejoinder it is argued that the main objections advanced by Beran (AA 521 881) can be met if two important senses of the concepts of coercion and teaching are distinguished; these are called the "loose" and "tight" senses. (Editor/RK)
Descriptors: Beliefs, Concept Formation, Critical Thinking, Educational Practices
Peer reviewedPound, Larry D.; Bailey, Gerald Douglass – Reading Improvement, 1975
Descriptors: Educational Research, Feedback, Learning Processes, Literature Reviews
Peer reviewedScott, Linda Preston – Reading Improvement, 1975
Descriptors: Cognitive Processes, Elementary Education, Language Acquisition, Learning Processes
Hunt, David E. – Behavioral and Social Science Teacher, 1974
A model for matching teaching strategies to student learning styles is intended to take seriously the issue of student needs. A variety of educational arrangements for implementation of matching are considered as well as some issues raised by such implementation. (Author/JH)
Descriptors: Cognitive Development, Grouping (Instructional Purposes), Learning, Learning Processes
Young, Kenneth C. – Educational Technology, 1974
Descriptors: Behavioral Objectives, Computer Oriented Programs, Computer Science, Learning Processes
Download full textChilds, Ronald E.; Shaw, Dale – 1986
Five primary classrooms with educable mentally retarded (EMR) students were observed during four 20 minute periods to determine the number of correct oral responses given by the students during group instruction. The number of correct responses per child per minute was compared to those of five EMR children placed in a one-to-one instructional…
Descriptors: Group Instruction, Individual Instruction, Learning Processes, Mild Mental Retardation
Ghatala, Elizabeth S.; And Others – 1984
Second-grade children were given general training in monitoring the utility of strategies, the affective consequences of strategy use, or no strategy-monitoring training. They then performed an associative learning task, first without strategy instructions and then with instructions to use either an effective or ineffective strategy. All training…
Descriptors: Associative Learning, Learning Processes, Learning Strategies, Metacognition
Nillsen, Rodney – Journal of University Teaching and Learning Practice, 2005
In this paper it is argued that the concept of integrity in a person, or an activity, or an institution, is intimately connected with notions of wholeness and completeness, and that the creation of integrity consists in developing an awareness of the possibility of greater wholeness and completeness, and in creating environments in which they may…
Descriptors: Integrity, Teaching Methods, Learning Processes, Ethics
Jelfs, Eric – Training Officer, 1974
Descriptors: Adult Educators, Business Education, Learning Processes, Lecture Method
Peer reviewedDavis, John A. – Physics Teacher, 1974
Descriptors: Demonstrations (Educational), Evaluation, Instruction, Intellectual Development
Phillipson, Prudence – Times Educational Supplement (London), 1975
Author warns of the dangers of overstructuring the primary child's mathematical experience. (Editor/RK)
Descriptors: Critical Thinking, Learning Processes, Mathematics Education, Student Attitudes
Hinz, Marian – AV Commun Rev, 1969
Descriptors: Language Instruction, Learning Processes, Multisensory Learning, Responses
Van Engen, Henry; Parr, Robert B. – Audiovisual Instr, 1969
Descriptors: Educational Television, Elementary School Mathematics, Learning Processes, Mathematics Curriculum
Fayne, Harriet R. – 1980
To design effective remedial phonics instruction, it is necessary to examine both learner characteristics and task requirements. The paper integrates research related to information processing and psycholinguistics to formulate questions which can be used to evaluate techniques and materials used with a learning disabled population. Information…
Descriptors: Learning Disabilities, Learning Processes, Literature Reviews, Phonics
Mayer, Richard E. – 1979
This discussion of the kind of knowledge acquired by a novice learning BASIC programming and how this knowledge may be most efficiently acquired suggests that people who do programming acquire three basic skills that are not obvious either in instruction or in traditional performance: (1) the ability to analyze each statement into a type of…
Descriptors: Computer Science Education, Instructional Innovation, Learning Processes, Learning Theories
