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Peer reviewedBlai, Boris – Scientia Paedagogica Experimentalis, 1974
Discussed the educational policy of Harcum Junior College where the Harcum student is offered a living-learning environment in which policies regarding academic life and living are sufficiently flexible to allow for growing self-responsibility and decision-making. (Author/RK)
Descriptors: Educational Objectives, Educational Philosophy, Educational Policy, Educational Practices
Smith, Hayden R.; Enos, Donald F. – 1975
The author discusses the importance of affective objectives in the educational process, and the difficulties in formulating, providing activities in, and evaluating the attainment of these objectives. A distinction is drawn between explicit objectives (those that should be revealed to the student) and implicit objectives (those that are…
Descriptors: Affective Behavior, Affective Objectives, Behavioral Objectives, Competency Based Education
Harris, Dave; Holmes, John – Times Educational Supplement (London), 1975
Authors analyzed the hidden curriculum of the Open University's teaching system. (Editor/RK)
Descriptors: Curriculum Design, Educational Experience, Educational Practices, Educational Technology
Peer reviewedDuVall, Charles R.; Krepel, Wayne J. – Education, 1975
The purpose of this study was to investigate school board policies concerning field trips in all cities of the United States of 100,000 or more population. (Author/RK)
Descriptors: Board of Education Policy, Data Analysis, Field Trips, Instructional Programs
Forum for the Discussion of New Trends in Education, 1974
Article focused on the interrelations and interactiions between schools and colleges in promoting education for those over 16. (Author/RK)
Descriptors: Adult Education, College School Cooperation, Curriculum Development, Educational Development
Dixon, John; Stratta, Leslie – 1981
One of a number of reports of a study of the range of written tasks that can be completed successfully by 14- to 16-year-old students, this booklet suggests that argument is an important means of learning and an inevitable and proper concern of English teachers. The discussion rejects the characteristic forms of argument questions found on most…
Descriptors: Developmental Stages, Expository Writing, Persuasive Discourse, Secondary Education
Download full textJOHNSON, S.W. – 1966
AS PART OF A LONGITUDINAL STUDY TO DETERMINE IF CHANGES IN A STUDENT'S VALUES, NEEDS, AND EDUCATIONAL OBJECTIVES ARE MORE ORDERLY AND PREDICTABLE THAN PRIOR RESEARCH HAS INDICATED, THE POE INVENTORY OF VALUES WAS ADMINISTERED TO 225 STUDENTS DURING EACH OF THEIR COLLEGE YEARS. THIS INSTRUMENT YIELDS EIGHT SCORES -- (1) AESTHETIC, (2) INTELLECTUAL,…
Descriptors: Longitudinal Studies, Moral Values, Social Values, Student Attitudes
SMILANSKI, S. – 1964
BECAUSE OF THE FAR-REACHING EFFECTS OF STUDENT FAILURE AMONG CULTURALLY DISADVANTAGED STUDENTS, A STUDY IS BEING CONDUCTED IN ISRAEL TO DETERMINE THE VALUE OF PRESCHOOL TRAINING, PRINCIPALLY IN KINDERGARTEN, IN PROMOTING NECESSARY SKILLS AND ABILITIES FOR SUCCESS IN SCHOOL. THROUGH A SERIES OF SPECIALLY DESIGNED TESTS, THE DEFICIENCIES OF THE…
Descriptors: Achievement Gains, Attitude Change, Cognitive Development, Demonstration Programs
Baltimore City Public Schools, MD. – 1964
A COMPREHENSIVE GUIDE IS PRESENTED FOR SPECIAL EDUCATION TEACHERS WHO WISH TO EVALUATE THE PROGRESS OF THEIR MENTALLY RETARDED PUPILS. PUPIL FOLDERS, ANECDOTAL RECORDS, DAILY PERFORMANCE, AND CUMULATIVE RECORDS ARE DESCRIBED. THE SPECIAL GRADING SYSTEM IS EXPLAINED, AND INSTRUCTIONS FOR GRADING ARE PROVIDED. THE PROGRESS REPORT SECTION LISTS…
Descriptors: Achievement Rating, Grading, Home Visits, Mental Retardation
PANOS, ROBERT J. – 1967
THE AUTHOR STATES THAT DETERMINING THE CRITERIA RELEVANT TO THE EDUCATION PROCESS IS EQUIVALENT TO DEFINING OBJECTIVES OF HIGHER EDUCATION. THE TRADITIONAL APPROACH TO DEFINING CRITERIA HAS BEEN TO SPECIFY FROM CONCEPTUAL CRITERIA (EDUCATIONAL OBJECTIVES), THE CRITERION PERFORMANCE. AN IMPROVED APPROACH USES A CLASSIFICATION SCHEME TO ORGANIZE THE…
Descriptors: College Students, Educational Objectives, Higher Education, Measurement Techniques
DENNIS, LORRAINE B.; AND OTHERS – 1964
A DEMONSTRATION AND EVALUATION OF ONE MEANS OF MEETING THE NEEDS OF AVERAGE AND LOWER ABILITY STUDENTS WAS CONDUCTED AT MARYMOUNT COLLEGE. THE PROGRAM WAS AN ENRICHED LIBERAL ARTS CURRICULUM. STUDENTS WERE GROUPED ON THE BASIS OF EXPOSURE TO THE ENRICHED PROGRAM AND COMPARED WITH A GROUP NOT EXPOSED TO SUCH A PROGRAM. COMPARISONS WERE MADE ON--(1)…
Descriptors: Academic Achievement, College Students, Curriculum Enrichment, Dropout Prevention
Cooley, William W.; Lohnes, Paul R. – 1968
The primary purpose of this monograph is to describe the relationship between adolescent personality and the educational and vocational development of young adults, criteria for the latter being developed from the Project TALENT follow-up studies. This relationship seeking is set in a context of career development theory and a concern for guidance…
Descriptors: Career Development, Career Guidance, College Students, Followup Studies
Barnes, Don – 1968
The term "values" is defined in various ways. Values are important because the decisions one makes in life, influenced by one's values, largely determine the quality of experiences, the depth of understanding, and one's contribution to humanity. The child comes into the school system with certain "ego virtues" which form the basic ingredients out…
Descriptors: Decision Making, Developmental Tasks, Moral Values, Student Attitudes
Usitalo, Richard – 1968
The Olympia, Washington, Public Schools report a workshop held to design a program for collecting and organizing information on the total student growth necessary for developing a curriculum for individualized instruction. In addition to student records, information was needed on (1) learning styles, (2) interest areas, (3) physical development…
Descriptors: Curriculum Development, Educational Testing, Individualized Instruction, Information Sources
Cross, K. Patricia – 1975
The field of student development is currently quite fluid, which means that there is room for almost any carefully formulated hypothesis about the developmental process. The author discusses three models of student development but concludes that none should serve as the only model for student development specialists. There is profound and…
Descriptors: Change Agents, Developmental Programs, Evaluation, Higher Education
