The author outlines four main orientations in the history of aesthetics and relates each to a specific theoretical orientation in psychology. He suggests that these four alignments can serve as categories for distinctive teaching traditions presented in the literature of art education. (SJL)

The learning disabilities (LD) of some gifted students are categorized as subtle gifted LD, hidden gifted LD, and recognized LD and then discussed. Use of instructional strategies that are effective with gifted students and with students who have learning disabilities is recommended. (DB)

Describes the classification of minorities developed by J. Ogbu as autonomous, voluntary (immigrant), and involuntary (nonimmigrant) and explains Ogbu's cultural ecological theory of minority school performance. Implications of the theory for pedagogy are explored. The typology of minority groups is regarded as a heuristic device for analysis.…

Used classification and seriation games over 4 months to teach the oddity principle and insertion into a series to Head Start 4-year-olds during free play. A comparison group participated in free play without the teacher-directed classification and seriation games. At the conclusion, intervention students were significantly better than comparison…

Points out the difficulties students have when they are expected to learn functional groups, which are frameworks for chemical and physical properties of molecules. Presents a classification key for functional groups categorized by 10 common functional groups. (YDS)

This article explores the use of simulations and games in tertiary education. It examines the extent to which academics use different simulation-based teaching approaches and how they perceive the barriers to adopting such techniques. Following a review of the extant literature, a typology of simulations is constructed. A staff survey within a UK…

Students with emotional and behavior disorders represent one of the most challenging groups for whom to provide effective educational services. For many years, level systems have been used by teachers to provide an overall structure within which to deliver educational services. In recent years, a number of researchers and practitioners have…

One of the primary course delivery techniques has been the See-Hear-Do model. Under this system, the professor goes through the material and prepares a lecture for the class. The material is then presented to the students, typically using PowerPoint or some other visual graphics. The students are then asked to engage in some exercises, either in…

Generalization is the key to effective autism intervention--when children can apply new skills across settings, they'll make broad, long-term improvements in behavior and social communication. The first how-to guide to generalization is finally here! Practical and reader-friendly, this is the book that helps professionals take today's most popular…

This system for describing teaching events is intended to facilitate the analysis of classroom observations for purposes of comparing, documenting, or evaluating different instructional techniques. The typology is designed to describe a wide range of settings and teaching styles. The descriptors are organized into two groups that simultaneously…

Educators generally assume that questioning promotes learning and that higher level questions do so better than lower level questions. But there are a number of problems with these assumptions. First, the classification of questions as higher level or lower level is ambiguous. The distinction is confused by such issues as non-controversial…

Operationalizes the theoretical foundation of Gagne's model as a component in the instructional design process. The description of design techniques includes a sample media analysis, and a sample sequence worksheet. (JEG)

A generic model of experiential instructional methods is presented illustrating (1) forms of these activities and their interrelationships; (2) a classification scheme for examining their components and interrelationships; (3) relationships between structures and outcomes; and (4) methods for matching instructional methods and objectives. (MJB)

Describes Merrill's content performance matrix in terms of content (facts, concepts, processes, procedures, and principles); levels of performance (recall and applying content in job-like context); and instructional methods that support each task on the matrix (information displays and practice exercises). (MBR)

Offers a procedure for use in teaching students how to outline. (FL)