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| Journal Articles | 3 |
| Reports - Research | 2 |
| Guides - Classroom - Teacher | 1 |
| Reports - Descriptive | 1 |
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| Practitioners | 3 |
| Researchers | 3 |
| Teachers | 3 |
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Peer reviewedClements, Andrea D. – Teaching of Psychology, 1995
Reports on two studies of student responses to increased emphasis on experiential activities in an undergraduate developmental psychology course. Finds that students in the experiential sections rated the value of and interest in the subject matter higher. (CFR)
Descriptors: Academic Achievement, Active Learning, Course Descriptions, Developmental Psychology
Peer reviewedPorter, Judith R.; Schwartz, Lisa B. – Teaching Sociology, 1993
Reports on a approach to teaching the sociology of acquired immune deficiency syndrome (AIDS) by combining coursework with weekly volunteer work in an AIDS agency. Concludes with a discussion of the benefits of experiential learning and five guidelines for establishing similar community service programs. (CFR)
Descriptors: Acquired Immune Deficiency Syndrome, Community Involvement, Community Programs, Course Content
Peer reviewedRossi, John Allen – Theory and Research in Social Education, 1995
Maintains that most high school social studies instruction emphasizes coverage and memorization of fragmented information. Presents a definition of in-depth study and describes its implementation in an issues-centered classroom. Provides suggestions and caveats for instituting issues-oriented instruction. (CFR)
Descriptors: Citizenship Education, Classroom Techniques, Cognitive Processes, Controversial Issues (Course Content)
