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Peer reviewedSusky, John E. – Journal of Thought, 1979
Critiquing Skinner's and Kohlberg's moral development theories as inadequate, the author asserts that affective development (compassion, empathy, caring) is necessary to moral action. While saying that schools are limited in their ability to provide moral education, he outlines qualities of an educational environment which could facilitate moral…
Descriptors: Affective Behavior, Affective Objectives, Educational Environment, Elementary Education
Peer reviewedWalberg, Herbert J.; Hulsebosch, Patricia – Journal of Research in Childhood Education, 1987
Discusses the need for evaluating the efficiency of early childhood education programs. Presents a model of educational productivity that specifies nine chief factors which require optimization to increase affective, behavioral, and cognitive learning. (Author/RWB)
Descriptors: Academic Achievement, Affective Behavior, Cognitive Development, Early Childhood Education
Becker, Wesley C. – 1978
The Abt Associates' final report on the Follow-Through Planned Variation Experiment is defended against the critique published by a blue ribbon panel funded by the Ford Foundation. In contrast to the conclusions drawn by House, Glass, McLean, and Walker that Follow Through showed no "winners" or "losers", the National…
Descriptors: Affective Behavior, Basic Skills, Compensatory Education, Data Analysis
