An analysis of the conceptual development of children between the ages of five and six. The interrelationship of such concepts a big, long, small, and short is discussed. (JLH)

College students were asked to indicate whether they guessed, used memory, or thought processes when answering a multiple choice exam. The results indicate that the perceptions students have of what mental function questions require of them could be vital in developing types of questions to stimulate particular cognitive processes. (JMD)

The ecosystem model for assessing student perceptions of their environment was developed by the Western Interstate Commission for Higher Education. The purpose of this report is to discuss the application of the ecosystem model at Arizona State University and to make recommendations concerning how to expedite the model's application. (Author)

The technique of listing behavioral objectives for a teaching syllabus is briefly described. A list of 38 objectives is given for a previously described practical microbiology course and student reaction to them is discussed. Clearly written objectives are considered a powerful tool for the teacher, benefitting both teacher and student. (Author/MA)

Evaluates the Cooperative Experiential Education Program introduced at Marymount College, New York, in 1970. In this plan, the student combines off-campus work with on-campus study. The program's goals are to enhance the classroom study of the student, help her identify long-range career objectives, and assist the student in locating employment…

In this study, designed to explore the relationship between pleasure and cognitive challenge, 32 normal first grade children and 32 MA-matched familial mentally retarded children were given puzzles representing four difficulty levels. (Author/SB)

Examines theories of early adolescence in relation to teaching eighth-grade English students. Concludes differences in students' responses related to gender differences and self-identity. (JK)

It was found that native English speakers and native Spanish speakers who listened to tapes of Puerto Rican learners of English of various levels of proficiency differed principally in how they rated the linguistic form of the speakers and in the annoyance reported. Pronunciation and hesitations were reported by both groups as the most distracting…

Use of a computerized simulation entitled "A Simulation of the First Year Teaching" by students in a teaching procedures class in physical education is described. (MT)

The cognitive style of 107 college juniors taking an education class at the University of Nebraska was measured using the Myers-Briggs Type Indicator, the Inquiry Mode Questionnaire, and the Conflict Mode Questionnaire. The subjects' evaluation of teacher's competency was measured by the Teaching Analysis of Students questionnaire. Generally,…

This study examines student process behavior differences resulting from divergent lesson planning patterns within an experimental teaching unit. Two physical education teachers planned and implemented contrasting lessons for an identical teaching goal. Differences in student process behavior are discussed. (Author/DF)

Teachers' Notes on an educational television program written by students diverged substantially from Teachers' Notes prepared by a teacher on the same episode. Division of the 49 participating students into experimental and control groups, with the experimental group having the opportunity of group discussion prior to writing their Notes, showed…

This discussion of how conditions of the recipient can affect effectiveness of feedback presents an overview of the topic (feedback functions and feedback about what, when, by whom, and types), and discusses factors affecting formative feedback, i.e., recipients' discrimination repertoires and self-monitoring behavior development in…

Following experience with instruction based on Bloom's model of mastery learning, 1,013 students in grades 1-12 were asked to write their feelings concerning the way they had been taught. Students in all grades and courses, except agriculture, gave a positive evaluation of the learning for mastery approach. (JHZ)

A 1983 survey of 22 male and 134 females enrolled in the University of Calgary teacher education exploratory field experience half-courses assessed the significance of course objectives and activities and the impact of off-campus locations on learning. Results indicated students did benefit from early exploratory field experiences. (NEC)