Researchers have noted that one of the key skills critical to proficient teaching is verbal questioning. With teachers asking about 300 to 400 questions per day and, depending on the type of lesson, as many as 120 questions per hour, it is essential that they be skilled in using verbal questioning. Unfortunately, researchers studying teachers' use…

This paper describes qualitative and quantitative research conducted with middle school students participating in a Future Cities Engineering course. Insights were sought regarding both affective and cognitive changes which transpired during the one-semester schedule of activities focused on modeling the infrastructure of a city built 150 years in…

A three-phase Indian education training institute (held in Sioux City, Iowa) is evaluated in terms of the affective and cognitive change among teacher participants. (JC)

This monograph offers concise suggestions for drawing up instructional objectives. The essential elements of a well written instructional objective are outlined and a discussion is presented on writing instructional objectives in three major domains of learning: cognitive, affective, and psychomotor. It is emphasized that an instructional…

The purpose of this released exercise set is to provide easy access to released exercises from the National Assessment of Educational Progress (NAEP) third mathematics assessment, conducted in 1981-82. Documentation includes basic reference numbers, objective classifications National Assessment has found useful, timing and administration data for…

Styles influencing curriculum development -- management models, liberal non-intervention, and the exclusion of affective for cognitive objectives -- fail to give an account of personal man in his culture. Through "cultivation of soul" some teachers provide a rational way to respond to the weaknesses of overly rationalized learning. (JH)

Explanation of how a unit in ethnic relations can be developed and utilized by elementary and secondary teachers. (ND)

To establish the joint effects of the orienting factors of structure, learning objectives, and time on the recall of the content of a prose passage, an experiment involving 108 college students was conducted. The study combined two levels of structure (ideationally high and ideationally low) with three conditions of objectives (ideationally high,…

The study attempted to assess student learning and retention in physics following various types of help sessions based on objective-referenced diagnostic tests. Students from an undergraduate physical science course were assigned to one of four treatment groups or a control group. The four treatments consisted of help sessions, each with a…

This paper suggests two steps in instructional deisgn for early childhood that can be derived from a recent major paper on instructional strategy taxonomy. These steps, together with the instructional design variables involved in each step, are reviewed relative to current research in child development and early education. The variables reviewed…

An examination of the extensive drug education literature as well as of specific school drug education programs indicates that the present confusion over drug education results from confusion over definitions, goals, approaches, and evaluation. This report, based on an examination of recent literature and on information and printed materials on…

This booklet describes a systematic procedure for developing and writing performance objectives for any instructional environment. In developing performance objectives, their six elements must be kept in mind: the learners, the behavior, the areas of instruction, the methods of measurement, the time limits and/or prerequisites, and the level of…

Five distinct format categories are used in this study to describe the form of educational objectives: clarity, range, level of abstractness, behavioralness, and observability. These form concepts are used to describe paradigm statements of three kinds of educational objectives: goals, intended learning outcomes, and behavioral evidence. Goals are…

Outlined are three instructional models that were developed in a pre-service social studies course for junior year education majors. These interrelated models are structured as heuristic paradigms so that different types of content can be included within relevant areas. Specific attitudes, concepts, and skills are related to appropriate content…