This manual presents five learning styles instruments and presents data related to validity and reliability and descriptive statistics. The manual also discusses the implications for learning presented by each of these learning models. For purposes of this discussion, "learning style,""cognitive style," and "personal style" are used synonymously.…

This paper documents the journey of a researcher into the teacher effectiveness movement and efforts to find missing links to show the correlations between teacher behavior and student learning. The paper also considers how the forces within education tend to consume embryonic ideas in teacher education, rather than nurture them in an effort to…

Three supervisors had six trainees in each of four groups: modeling-didactic supervision, no-modeling-didactic supervision, modeling-experiential supervision, no-modeling-experiential supervision. Two groups of 12 each received no supervision: modeling-controls and no-modeling controls. Subject responses to recorded client statements indicated…

Surveys some of the difficulties currently confronting the reinforcement concept and cosiders some alternatives to reinforcement as the fundamental basis of learning. Two specific alternatives considered are: an incentive motivation approach and a cognitive approach. (Author)

Suggests the use of specified objectives rather than behavioral objectives. They would be chosen by the school according to its own philosophy of education, and would be specified only for certain subject matter which the school considers basic. (Author/DR)

This article has been devoted to selected theoretical and empirical issues in child development which bear directly on the instructional process. Little attention, however, has been given to the specific content to be conveyed to the child." Appended are 43 references. (Author/AA)

Argues that the effort to clearly define and assess our instructional goals is not only worth doing, but worth doing well. (WY)

This study on operant conditioning showed that both groups showed significant improvement in reading skills from pretest to posttest, but that the reinforced group showed significantly more improvement than the nonreinforced group. (Author)