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Peer reviewedHeffner, Michelle; Greco, Laurie A.; Eifert, Georg H. – Child & Family Behavior Therapy, 2003
Investigates preference for and compliance with literal versus metaphorical instructions commonly used to teach relaxation to children. Exposed 33 non-clinical preschool children to both literal and metaphorical instructions. Results show that all children preferred metaphors to literal instructions. Findings also suggest that internalizing…
Descriptors: Child Behavior, Instructional Effectiveness, Metaphors, Preschool Children
Peer reviewedAnderson, Jared; Barrera, Gregory; Benedict, Julie; Cavanaugh, Michael; Christensen, Jessica; Clark, Susannah; Dallimore, Natalie; Drown, Danielle; Fink, Susan; Hansen, Josh; Haubner, Ashley; Hinsdale, Robin; Johnson, Tyler; King, JuLee; Maufort, Brenda; Neubauer, Laura; Popple, Jennifer; Praggastis, Cate; Price, Matt; Raber, Lloyd; Rowland, Tiffany; Strite-Hatch, Amy; Torson, Christine; Tuckness, Tara – Stage of the Art, 2003
Explains that each year, theatre education majors at the University of Utah select a production that will be mounted by a professional theatre company on the campus. Explains that the theatre education majors complete extensive dramaturgical research for the production, and create a process drama pre-show piece that is presented to over 1500 K-12…
Descriptors: Creativity, Drama, Elementary Secondary Education, Role Playing
Timpson, William M.; Jones, Christine – Gifted Child Today (GCT), 1989
Mentorship programs are described which involve gifted students and subject experts with no prior knowledge about students' personalities or preconceptions about their abilities, known as "naive experts." The students are challenged by the experts' high expectations and respond to the experts' enthusiasm for sharing their knowledge and…
Descriptors: Elementary Secondary Education, Gifted, Interpersonal Relationship, Mentors
Dyer, Kathleen – Journal of the Association for Persons with Severe Handicaps (JASH), 1989
A study involving 3 autistic children, aged 9 to 12, found that the frequency of spontaneous verbal requests was higher when they were presented with preferred materials as compared to non-preferred materials. (Author/JDD)
Descriptors: Autism, Intermediate Grades, Speech Communication, Student Motivation
Peer reviewedBohlken, Bob – ETC: A Review of General Semantics, 1994
Describe use of the galvanic skin response meter, in conjunction with class discussion, as an effective method for explaining the elusive concepts of "connotation" and "connotative value." (SR)
Descriptors: Biofeedback, Class Activities, Definitions, Discussion (Teaching Technique)
Peer reviewedEichhorn, Jill; And Others – College Composition and Communication, 1992
Presents six essays (resulting from a feminist pedagogy research group to pursue the relationship between feminism and composition teaching) which offer individual teaching narratives from the first-year composition classroom. Focuses on two key problematics: difference and authority. (SR)
Descriptors: Females, Feminism, Freshman Composition, Higher Education
Peer reviewedViken, Richard J. – Teaching of Psychology, 1992
Presents a demonstration for teaching psychology students to be wary of pseudoscientific treatment methods. Offers instructions for presenting the demonstration. Shows how a patently ridiculous treatment can be shown effective, in the same way that a fad treatment can sometimes appear valuable. Concludes that students learned from and enjoy the…
Descriptors: Demonstrations (Educational), Higher Education, Popular Culture, Psychology
Peer reviewedHansen, David T. – Journal of Curriculum and Supervision, 1999
Understanding students requires intellectual and moral attentiveness. Intellectual attentiveness means becoming as close to students' responses to subject matter as time and opportunity allow. Moral attentiveness implies being alert to students' responses to personal-growth opportunities. Developing attentiveness constitutes a career-long process…
Descriptors: Elementary Secondary Education, Ethics, Faculty Development, Student Reaction
Peer reviewedBeck, Cathy; Gwyn, Linda; Koblitz, Dick; O'Connor, Anne; Pierce, Kathryn Mitchell; Wolf, Susan – Language Arts, 1999
Presents an interview with Karen Hesse, author of 12 books of fiction for young, middle, and older readers, and winner of the 1998 Newbery Award. Offers an overview of Hesse's books, organized into picture books, transition chapter books, and novels. Presents a discussion of the themes found in her books, highlighting children's discussion…
Descriptors: Authors, Awards, Books, Elementary Secondary Education
Peer reviewedScott, Joan Wallach; O'Neil, Robert M.; Dallal, Ahmad; Steely, Melvin T.; Friedheim, William; Katz, Stanley N. – Academe, 2002
Presents the views of several college faculty members on the aftermath of the terrorist attacks of September 11, 2001. Comments touch on academic freedom, personal reactions, and campus response. (EV)
Descriptors: Academic Freedom, College Faculty, Higher Education, Student Reaction
Brownstein, Andrew; Hoover, Eric – Chronicle of Higher Education, 2001
Explores how, for college students, the events of September 11, 2001, have changed everything; the new directions they have taken vary as much as they do. Presents profiles of several students with differing perspectives. (EV)
Descriptors: Aspiration, College Students, Higher Education, Profiles
Peer reviewedLake, Vickie E. – Reading Teacher, 2001
Considers how teachers can create discussions through their literacy curricula that will develop children's understandings of moral elements--responsibility, friendship, fairness, empathy, or hope. Discusses children responding to stories read aloud, teachers restructuring classroom dialogue, and reinforcing literacy and morality. (SG)
Descriptors: Literacy, Moral Development, Moral Values, Primary Education
Direct linkGoolkasian, Paula; Van Wallendael, Lori; Gaultney, Jane F. – Teaching of Psychology, 2003
A public Web site (Goolkasian & Van Wallendael, 2001), established to provide educational materials in cognitive science, served as the primary text for an interdisciplinary course. We tracked student use of the Web site online and with self-report questionnaires. A majority (74%) of the students rated the Web site to be as useful or more useful…
Descriptors: Science Curriculum, Student Reaction, Internet, Questionnaires
Britsch, Susan Jane – Language Arts, 2004
The reactions of children to a written interchange that they redid by co-opting riddles, that is a genre which is unavoidably dialogic, is focused. The research conducted for the same through exchange of e-mail letters is discussed in detail.
Descriptors: Electronic Mail, Computer Mediated Communication, Student Reaction, Writing (Composition)
Sarid, Orly; Anson, Ofra; Bentov, Yaakov – Advances in Health Sciences Education, 2005
Objective: A search for universal and particular changes in emotional, behavioral and cognitive assessments in relation to three types of examinations: an oral presentation, an objective structured clinical examination (OSCE) and a pencil and paper examination. Methods: One hundred and two students of health professions completed the Profile of…
Descriptors: Health Occupations, Student Attitudes, Tests, Sciences
