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| Theory into Practice | 5 |
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| Dickson, W. Patrick | 1 |
| Elkind, David | 1 |
| Gagne, Robert M. | 1 |
| Sprinthall, Norman A. | 1 |
| Thies-Sprinthall, Lois | 1 |
| Vereen, Mary A. | 1 |
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| Journal Articles | 5 |
| Opinion Papers | 5 |
| Historical Materials | 1 |
| Reports - Evaluative | 1 |
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| Practitioners | 1 |
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Peer reviewedDickson, W. Patrick; Vereen, Mary A. – Theory into Practice, 1983
This article: (1) outlines advantages of having more than two students work together at the computer keyboard; (2) discusses several new issues teachers must consider; and (3) describes specific examples of applications designed to promote cognitive and social outcomes. (JMK)
Descriptors: Cognitive Development, Group Activities, Group Dynamics, Helping Relationship
Peer reviewedGagne, Robert M. – Theory into Practice, 1980
In order to ensure the effectiveness of instruction on a new topic, teachers must help students recall prior "prerequisite" learning. The type of learning to be recalled varies with the type of learning outcome expected. (RJG)
Descriptors: Cognitive Development, Individual Instruction, Intellectual Development, Learning Processes
Peer reviewedTheory into Practice, 1987
This special issue presents an overview and reprints of 23 articles from 25 years of "Theory Into Practice." It is divided into six general topics: Curriculum; Human Development, Language, and Communication; Instruction and Learning; Organization and Administration; Schooling and Society; and Teacher Education. (MT)
Descriptors: Cognitive Development, Curriculum, Educational Administration, Elementary Secondary Education
Peer reviewedSprinthall, Norman A.; Thies-Sprinthall, Lois – Theory into Practice, 1980
There is a great need for theoretical frameworks to generate research that could help to guide the development of teacher education programs. Studies of successful adult functioning in complex careers support the construct validity of developmental stage as predictor. (JN)
Descriptors: Cognitive Development, Developmental Stages, Educational Research, Individual Development
Peer reviewedElkind, David – Theory into Practice, 1989
This article elaborates on three principles which are the foundation of the developmental approach to early childhood education. These principles are multiage grouping, nongraded curricular materials, and interactive teaching. (IAH)
Descriptors: Child Development, Cognitive Development, Developmental Stages, Developmentally Appropriate Practices
