The authors have drawn upon research and practice in the field of values teaching to compile a handbook of 79 activities or strategies for helping students gain skill in the process of value clarification. Emphasis is on "valuing" as a process, not on the content. Each strategy is described in standard format--purpose, procedures, notes and tips…

A set of essays are subsumed under four broad headings: man as man, man with himself, man with others, and man and his institutions. The essays are personal and concern the authors' feelings in response to himself, others, or the institutions he is part of. Each essay is followed by a discussion about it. The book is described as an application of…

This paper introduces a program for dealing with two affective detractors from learning: (1) a negative attitude toward school, and (2) personal problems. The program consists of three basic interacting components: (1) Self Programmed Control Technique Series--a method giving persons greater control over involuntary personality traits; (2)…

Today's students are very much interested in films, but discussing films as if they are literature, or as if there are "right" answers about them (the teacher's), will kill off that interest quickly. A better technique is to discuss the feelings which the film's images generate among class members, and to go on from there into larger questions…

Research studies agree that the teacher, above any other factor, is the key to successful reading instruction. Therefore, in order to improve reading achievement of pupils in any ethnic group, one should look first at the teacher, paraprofessional, tutor or volunteer and his training. New developments such as microteaching, self-analysis of one's…

Three induced affect (IA) studies are reported. Their goal was the development of a methodology for inducing and quantifying specific affective states in a controlled setting, with the ultimate purpose of making the detailed study of affective states more feasible. Euphoric by moderate autonomic activation were elicited with cue manipulation in…

The paper examines the future by focusing attention upon a few critical areas. Some specific research is cited to support the major thesis that faculty and staff do not influence students in affective areas. The hypothesis that colleges can fulfill their stated objectives only by taking advantage of affective opportunities and by overtly…

This paper describes a project undertaken to legitimize the role of affective education in the development of the "whole" child. The two major objectives of Project Self are: (1) to gain acceptance of the study of one's self as a legitimate subject matter for students and teachers so that self-study curriculum and techniques will be accepted as…

A project in which second graders learn language arts through media production activities. (SF)

Examines the research on affective variables as they relate to language learning, with particular attention to anxiety. (Author/AM)

Successful and unsuccessful elementary school students are compared with respect to: (1) self-esteem, (2) self-concept of academic ability, (3) intellectual achievement responsibility--locus of control, and (4) the students' concept of home concern and reward for academic achievement. Several self concept tests are described, and bibliographical…

Fifth-grade children prerated both abstract and concrete nouns for likability, and paired-associate lists were constructed by pairing nouns. High self-concept children learned liked noun pairs more efficiently than disliked pairs, while the low self-concept children learned disliked noun pairs more readily. These self-concept patterns were most…

Teachers with direct and indirect teaching styles were paired with students who were high or low on social-emotional development, to create congruent and incongruent matches. Congruency was consistently related to instructional outcome with the effect strongest for student affect, followed by achievement, and then attention to task. Findings…

Teachers should concentrate on interpersonal relationships with students governed by respect for them as persons and not on personal relationships governed by love or sympathy. (JD)

An heuristic method for constructing affective tests emphasizes a set of key questions which are used to define an affective construct, decide on a measurement procedure, and develop a framework on which to base items. Affective tests should be based upon prior specifications of constructs, and then manipulated empirically. (Author/MV)