This paper argues that an individualist view of teaching and learning, based on a Cartesian world-view leads to the abdication of responsibility as educators of the emotions. A sociogenic perspective is proposed that urges that schools teach learners how to feel as well as how to learn. The classroom is a setting rich in opportunities for…

This study examined kindergarten retention rates and their relationship to teacher beliefs and classroom practice. Data from a sub-sample of 22 teachers in a rural Georgia school district, who were classified as exhibiting either high or low levels of developmental appropriateness in their teaching, suggested that teachers whose practices were…

A common and frustrating problem for most teachers is that despite sincere attempts to meet the needs of all students, many students elect not to participate in classroom learning activities. The purpose of this study was to ascertain whether one type of learning activity generates more participation among middle school science students,…

A number of studies have demonstrated the existence of "effective" schools in comparison to other "ineffective" models. To identify the contexts for success, a study examined "teacher instructional" and "school" variables to characterize the complex of factors that might be needed to achieve high levels of…

Reveals that (1) it is possible to develop a low per-student-cost computerized verbal category system, (2) teacher behavior was modified and student participation increased, and (3) curriculum investigations suggest that improvement is possible with more experienced coders. (Author)

A satirical attack on traditional methods of instruction which have little meaning for the students. Essay presented in the form of a game in which the teachers oppose the students. (AP)

An edited version of a paper presented at the Child Evaluation Clinic, Second Annual Seminar on Cerebral Dysfunctions (Cedar Rapids, Iowa, March 30, 1969). (RD)

Concludes that perceptual-motor activities are not likely to improve reading skills directly but suggests that there are a number of reasons for including such activities as an addition to the curriculum. Tables and bibliography. (RW)

Based upon a paper at annual convention of National Council of Teachers of English (59th, Washington, D.C., November 28, 1969). (SW)

A dialogue, in which one curriculum theorist tries to understand how another curriculum theorist teaches curriculum theory, is presented. The dialogue shares worthwhile approaches to teaching curriculum theory and explores assumptions that lie behind the problems of teaching curriculum theory. Implications evolving from the dialogue are discussed.…