The conclusion of this study involving a treatment group and a group receiving no treatment was that teaching faculty could grow significantly in knowledge of teaching objectives, behaviors, skills, and processes in a training program. (RC)

High-level behavioral objectives did not produce greater learning than low-level, contrary to previous findings using study questions interspersed through written prose. Overt use of objectives at both levels produced greater learning, supporting the idea that procedures requiring semantic encoding are instructionally superior to those requiring…

Discusses which should be given more emphasis in the British primary science: the content or the process. The advantages and disadvantages of both sides are presented. Content objectives treated in the same way as process and attitude objectives are suggested as content guidelines for primary science courses. (HM)

Examines various levels and areas set for minimum competency and concludes that educators and parents should clearly define minimum competency before establishing conflicting minimum competency requirements in schools. (Author/DB)

Concludes that the higher the cognitive level reached and maintained by the teacher during an instructional session, the higher the mean performance of pupils following an instructional session. (Author/RL)

Investigated the rationale for teaching psychology from the jr. high school level through college and compared the three principal contemporary approaches favored by psychologists. The author concluded that, of the three, only cognitive psychology provides a frame of reference in which knowledge can be seen as valuable in its own right. Available…

This paper comments on an article by Tracy Terrell in this journal. Terrell is praised for his contribution to the debate over teaching communication versus structure in second languages. It is pointed out, however, that study and analysis of language structures requires understanding and memorization essential to cognitive development. (CHK)

The cognitive and affective learning of students was investigated under three different quality of instruction conditions: conventional group instruction, mastery learning, and tutoring. The study also examined whether qualities of instruction which are adaptive to individual learning needs alter the relation between initial student…

Study of student-teacher relationships revealed that affective oriented'' teachers may be most successful with retarded pupils. (SP)

The G-C-O-LP-G development plan is a step by step procedure for the development of a Goals-Concepts-Objectives-Lesson Plan-Guide which may be used by instructional leadership personnel. (Author/CB)

Paper presented at the TESOL Convention, February 29, 1972, in Washington, D.C.

Compares the relative effectiveness of cognitive modification and systematic desensitization with test anxious high school students (N=30). The systematic desensitization treatment appeared to be significantly more effective on the performance measure while cognitive modification was more effective on one of the self-report measures. (Author/JAC)

Presents an outline of 10 of the most important student skills needed in the social studies classroom. These skills include reading, writing, listening, speaking, map reading, critical thinking and problem solving, organizing, evaluating, social interacting, and observing. (KC)

States that a major source of frustration for the second language teacher is the difficulty of bridging the gap between the formal aspects of language and the exploitation of the language in authentic situations. Suggests steps that can be taken to overcome the problem and to meet students' expectations. (MES)