The intent of this guidebook is to assist teachers and program directors to prepare instructional objectives in a way that will be most useful both for them and for those involved in the evaluation of humanities programs. Contemporary humanities education seeks to achieve its objectives in four categories of student behavior: (1) reasoning,…

This article describes the development of the Child Rating Scale (CRS), a socioemotional self-rating scale for elementary school children. Four CRS factors (rule compliance/acting-out, anxiety/withdrawal, interpersonal social skills, and self-confidence) were found consistently across four independent samples totalling more than 2,000 elementary…

The article categorizes the information needed to develop comprehensive approaches to students with chronic disciplinary problems and discusses psychological measures that can provide the necessary information. The categories include: cognitive domain (attention; concentration; memory; and psycholinguistic, conceptual, sensory, and perceptual…

Mandler's theory of emotion is suggested as a framework for investigating affective issues in problem solving. Several dimensions of the emotional states of problem solvers are specified. Implications of this framework for research on affective issues in problem solving are also discussed. (PK)

Investigates whether children with poor peer relations display developmental lag in their conceptions of friendship. Compares social-cognitive level of understanding, using the Selman theory of interpersonal understanding, in sample of grade 2 versus grade 7 students identified as socially accepted, rejected, or neglected. The latter did not show…

The development of the New England College of Optometry's fourth year into an entirely clinical program is described, including its new focus on increased patient load and mix, student social awareness and conscience, and varied practice mode and management options. (MSE)

Investigated if relationships existed between middle school students (N=105) science concept structure interrelatedness competence and their time on task, science achievement, scholastic aptitude, previous experience with concept structure interrelatedness, attitudes toward science, interest in science, science curiosity, and self-concept of…

Current educational research suggests that emotions can either enhance or inhibit the ability to learn, with social and cultural influences causing changes in behavior and altering biological processes. In this exploratory study researchers utilized a qualitative design to seek insight into student emotions associated with school attitude and…

This article reports the results of an investigation into Iranian EFL learners' perceived use of language learning strategies (LLSs) overall, the six strategy categories (memory, cognitive, compensation, metacognitive, affective, and social) as well as the 50 individual strategies appearing in Oxford's (1990) Strategy Inventory for Language…

A group of nine tenured faculty members at a university on the Pacific Coast of the United States participated in this study that examined their use of emotion in instruction. The mixed gender group was ethnically diverse and included representatives from several departments. Observations of lectures focused on the faculty members' body movements,…

The central objective of this study was to draw interdependent relationships between preschoolers' social functioning and their modes of social thought. Assessment of 67 four-year-olds was done through systematic observations of social behavior, including social participation, type of play, and affective involvement in the preschool setting, as…

This book combines strategies and skills with theory and research to identify some of the key skills, maps, and tools that define emotional literacy. Emotional literacy is defined as having the skills to understand and manage emotions, to communicate effectively in order to become an autonomous person. The book focuses on the background and…

Various instructional models for use in classrooms with both mildly handicapped and nonhandicapped students are described: (1) developmental model; (2) inquiry and inductive reasoning models; (3) behavioral model; (4) perceptual motor theory; (5) diagnostic-prescriptive models; and (6) individual education plan. (CJ)

Committed outdoor education leaders, by providing consistency and relatedness in all experiences and activities, can help children develop a lifelong respect and feeling for others and for their environment. (CM)

Investigated affective changes in elementary preservice teachers (N=30) during a formative period and related these changes to the development of specific classroom science teaching behaviors. (JN)