By adapting the theoretical framework and tools of several organizational researchers, hypotheses are formulated and tested related to the problem of compatibility between student personality needs and the authority structure of schools. (Author/ND)

Intended as a chapter in "Carmichael's Manual of Child Psychology," this paper provides an overview and interpretation of the work already completed on children's learning, remembering, and understanding with a major concentration on academic cognition. The first part of the paper provides a brief overview of the principal trends of the 1970s and…

The author presents an organizational model which exhibits relationships among preservcie teachers' skills in the use of interpretation of logical connectives in mathematical contexts. The model also provides direction to teahcers of courses on mathematics and mathematics methods who seek to acquaint their students with those notions of logic…

THE EDUCATION OF TEACHERS IN THE METHODS AND TECHNIQUES OF EFFECTIVE GROUP MEMBERSHIP WAS THE FOCAL POINT OF THE RESEARCH PROJECT. EVALUATION STUDIES WERE ACCOMPLISHED USING LABORATORY TRAINING EXPERIMENTS IN THE AREA OF HUMAN RELATIONS. SOME 60 TEACHERS PARTICIPATED, DIVIDED INTO AN EXPERIMENTAL GROUP FOR LABORATORY WORKSHOPS AND A CONTROL GROUP.…

THE SPECIAL PSYCHOLOGICAL AND EDUCATIONAL NEEDS OF THE SLOW LEARNER ARE EMPHASIZED IN THIS PUBLIC SCHOOL CURRICULUM GUIDE. FOR THIS TYPE OF STUDENT MORE FOCUS MUST BE PLACED ON PERSONALITY DEVELOPMENT AND ADEQUACY IN BASIC SKILLS THAN ON ACADEMIC ACHIEVEMENT. THEREFORE THE OBJECTIVES OF A "BASIC WORK PROGRAM" FOR SLOW LEARNERS SHOULD STRESS THE…

THE FINDINGS AND CHARACTERISTICS OF RESEARCH IN COLLEGE SCIENCE TEACHING COMPLETED FROM JULY 1963 TO JULY 1964 ARE ANALYZED IN THIS PAPER. THE STUDIES ANALYZED ARE GROUPED INTO NINE CATEGORIES--(1) PHILOSOPHY AND OBJECTIVES, (2) PUBLIC POLICY, (3) CURRICULUM, (4) LEARNING, (5) TEACHING METHODS, (6) FACILITIES AND EQUIPMENT, (7) TEACHER EDUCATION,…

FROM AMONG APPROXIMATELY 175 APPLICANTS, 40 PERSONS WERE SELECTED TO PARTICIPATE IN A CONFERENCE TO DISCUSS CURRENT RESEARCH IN EDUCATIONAL LEARNING, INCLUDING BOTH CLASSROOM AND LABORATORY STUDIES. THE CONFERENCE WAS ORGANIZED INTO FOUR GROUPS--(1) IN GROUP A, THE EMPHASIS WAS ON LEARNING, INSTRUCTION, AND PUPIL CHARACTERISTICS, WITH PARTICULAR…

The study compared three methods of instruction in binary and octal arithmetic, i.e., (1) Norman Crowder's branched programed text, "The Arithmetic of Computers," (2) another version of this text modified so that subjects could not see the instructional material while answering "branching" questions, and (3) a narrative text…

The study attempted to measure the impact of diverse instructional methods on individuals whose learning styles tended to fall along a concrete-symbolic continuum as measured by a learning activities questionnaire. Two assumptions were made: (1) those with highly concrete learning styles learn best by direct contact type activities and (2)…

A two-phase study was designed to investigate the relationship between cognitive skills hypothesized (by Piaget) to underlie number competence, and performance on tasks requiring logical reasoning with number-related concepts. During the first phase, a battery of tasks was administered to 60 kindergarten and 60 third-grade students. These tasks…

This volume includes reports of six studies of the thought processes of children aged four through eight. In the first paper Steffe and Smock outline a model for learning and teaching mathematics. Six reports on empirical studies are then presented in five areas of mathematics learning: (1) equivalence and order relations; (2) classification and…

A hierarchy for learning to solve different types of addition with fractions problems was hypothesized on the basis of both content analysis and psychological considerations. Problem types were defined according to the relationship of the two denominators to each other (e.g., equal, prime, etc.) Students in grades 4 through 8 were each given 45…

Two assumptions in support of learner-controlled computer-assisted instruction (CAI) are that (1) instruction administered under learner control will be less aversive than if administered under program control, and (2) the student is sufficiently aware of his learning state to make, in most instances, his own instructional decisions. Some 130…

This book examines the Piagetian periods of concrete operations and formal operations from both educational and psychological points of view. The twin purposes are to interpret these levels and the transition between them in terms of implications for mathematics curriculum and teaching, and to derive psychological implications from experiences in…

This yearbook presents many aspects of mathematics learning by children between the ages of three and eight. Addressed to teachers of primary school children, the book begins with chapters discussing learning and cognition, the primary curriculum, and research on mathematics learning at this age level. Eight subsequent chapters deal with the…