Reviews the role of Charles Prosser and David Snedden in developing the philosophy of vocational education and describes their conflict with ideas of John Dewey. Three criticisms of the 16 theorems of vocational education are elaborated: perpetuation of status quo, teacher expertise based on trade mastery without pedagogical preparation, and lack…

Broken down into components of: affective domain - Indian values; cognitive domain - Indian knowledges; cognitive domain - non-Indian knowledges; and vocational goals - non-Indian skills; bicognitive education seeks to help the American Indian child think and react effectively within two worlds. (JC)

Based on the belief that improvisational drama is superior to the traditional approach of sequence drama, this paper tells some advantages and methods of improvisational drama and compares the two methods with respect to educational goals. After defining sequence drama (a sequence of activities typically beginning with interpretive movement and…

PLATO and TICCIT, two systems of computer-assisted instruction, are analyzed with a view to determining their educational effectiveness. This report presents an overview of how this will be accomplished, in full awareness that the concept of "effectiveness" has been subject to diverse interpretation. To avoid misunderstandings, the…

Schools have been paying too much attention to intellect alone, ignoring the total development of the student as a whole. Bloom's Taxonomy of Educational Objectives in the cognitive domain categorizes knowledge into knowledge of specifics, knowledge of ways and means of dealing with specifics, and knowledge of the universals and abstractions in a…

This paper examines and summarizes the "Pierce-Gray Classification Model for the Cognitive, Affective, and Psychomotor Domains," a model developed for the classification of educational objectives. The classification system was developed to provide a framework that teachers could use as a guide when developing specific instructional objectives for…

The need for investigating, developing, and implementing affective social studies education programs in the classroom is stressed in this paper. Some issues are raised about moral reasoning and values analysis and their relationship to what may be termed affective social studies education. Educators currently place a heavy emphasis on the…

This report presents an evaluation of a Title I preschool program which served 403 children during the 1973-74 school year, and was designed to prepare disadvantaged 4-year-olds for entry into kindergarten. In terms of instructional approach, the program closely followed Piagetian theory and included preservice and inservice teacher training. The…

The basic proposition of this study is that five dimensions of educational quality can serve as significant goals, that educational objectives emerging from the goals can be identified, that by improving and delivering school services and processes of quality we can elevate levels of student achievement and significantly advance students toward…

The traditional lecture format of college courses can be enhanced by including active learning designed to further course goals of learning knowledge, developing skills, or fostering attitudes. Techniques suggested include using pauses, short writing periods, think-pair-share activities, formative quizzes, lecture summaries, and several assessment…

This document examines the educational output of three alternative approaches to introductory macroeconomics at the University of Notre Dame. The framework for evaluation consists of the cognitive and affective tradeoffs entailed by using a new experimental course as opposed to two more traditional courses. The experimental course is a freshman…

The model for delivery of art education in the Orange County (Florida) Public Schools addresses both cognitive and affective skill development. An evaluation conducted in 1992 addressed the effectiveness of art education, the needs and concerns of art educators, and student attitudes toward art. Procedures used consisted of classroom observations,…

The development of an instrument (TEACH) which would relate the variables of teacher goals, classroom activities, and children's achievement is fully described. A search of the literature, attitude inventories, and other teacher measures produced a pool of value statements about educational goals which were placed in traditional categories.…

The purpose of this publication is to help teachers identify the levels which children have attained in their thinking as they express their attitudes, values, and behaviors through oral language. Provided are (1) sample questions applicable to various maturity levels to enable teachers to gauge the level of difficulty of their classroom…