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Clements, Douglas H.; Sarama, Julie; MacDonald, Beth L. – Research in Mathematics Education, 2019
We define and describe how subitizing activity develops and relates to early quantifiers in mathematics. Subitizing is the direct perceptual apprehension and identification of the numerosity of a small group of items. Although subitizing is too often a neglected quantifier in educational practice, it has been extensively studied as a critical…
Descriptors: Numbers, Perception, Mathematics, Mathematics Instruction

Maclin, Jean Phillips – Journal of Research in Music Education, 1993
Reports on a study that compared the use of standard lesson planning to sequential teaching by prospective teachers. Concludes that task analysis and the sequential approach may improve instruction by providing students with an opportunity for mastery and a positive learning experience through frequent success. (CFR)
Descriptors: Higher Education, Instructional Improvement, Learning Strategies, Lesson Plans
Martin, David S. – 1987
Ninety-one hearing-impaired students entering Gallaudet University received systematic cognitive instruction focusing on specific generalizable skills, in the contexts of their regular college classes. The students were given practice in skills of organization, comparisons, analysis, classification, following instructions, temporal relationships,…
Descriptors: Classification, Cognitive Processes, College Students, Deafness

Abraham, Michael R. – Journal of College Science Teaching, 1989
Examines two instructional strategies, the traditional and learning cycle approaches, and compares them with regard to the variables of sequence, format, and necessity. Concludes that students exposed to the laboratory and discussion type had higher test scores than those in the lecture or reading groups. (Author/RT)
Descriptors: Biology, Chemistry, College Science, Demonstrations (Educational)

Yarbrough, Cornelia; Price, Harry E. – Journal of Research in Music Education, 1989
Looks at effective teaching research in order to identify a "correct" teaching sequence. Analyzes rehearsals to determine how teachers with varied levels of training and experience conformed to the optimal sequence. Finds that teachers spent too little time in correct sequences and failed to use enough positive reinforcement. (Author/LS)
Descriptors: Beginning Teachers, Classroom Research, Elementary Secondary Education, Higher Education