The teen behavior typically exhibited in school visit groups is often read by museum teachers as resistance or disengagement, when the opposite is more likely the case. This paper attempts to dispel some of the myths around teen behavior and serve as a practical guide to museum educators who desire a deeper, more successful engagement with teen…

Measuring and evaluating affective objectives is often a difficult task for the physical educator. This article offers physical education teachers a guide for developing and evaluating appropriate affective behavioral objectives. (DF)

The Beginning Teacher Evaluation Study, using a behavioral approach, sought to identify classroom conditions and activities that foster student learning. A study that focuses on both affective and cognitive variables of the teaching-learning process is also needed. (CJ)

For seven years, the PREP (Preparation through Responsive Educational Programs) Project maintained behavioral learning programs for highly disruptive and skill-deficient juveniles in a suburban, a rural, and an urban school. Forty-one volunteer teachers were taught to use specific procedures for academic and social skill training. Followup was…

Processes by which teachers may identify behavioral objectives for their students and bring about changes in attitudes and values are examined. An example is presented of the general affective goals of helping students to develop positive self-concepts, appreciate the dignity and worth of others, and value democratic attitudes. It is pointed out…

Project D.A.R.E. (Development through Adventure, Responsibility and Education), an adventure-based outdoor program, uses a feedback/evaluation model, combining a learning component with a two-part participant observational model. The first phase focuses on evaluation of the child and progress made while he is in the program (stages one to four);…