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Direct linkHerrenkohl, Leslie Rupert; Mertl, Veronique – Cambridge University Press, 2010
Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning…
Descriptors: Feedback (Response), Holistic Approach, Grade 4, Learning Processes
DiScipio, William J.; Crohn, Joan – 1978
An innovative approach to teaching learning theory to undergraduates was tested by comparing a modified Personalized System of Instruction (PSI) group process class (n=19) to a traditional teacher-centered control class (n=32). Predictions were that academic performance and motivation would be improved by the PSI method, and student satisfaction…
Descriptors: Academic Achievement, Classroom Environment, Contingency Management, Group Dynamics
Download full textWhitehurst, Keturah E. – 1966
This speech focuses on the thesis that most good teachers cannot explain the psychological principles underlying their sound teaching practices. They appear to be unaware of the large body of theoretical and experimental evidence supporting one educational procedure over another. Through reference to a film showing a teacher teaching social…
Descriptors: Classroom Environment, College Curriculum, Educational Practices, Educational Theories
MacFarland, Thomas W. – 1985
This paper examines 10 principles of learning and suggests ways in which vocational education teachers may apply them in their classrooms. The following principles are discussed: reductionism, the law of effect, imitation and observational learning, classroom management without punishment, shaping, the law of primacy, token rewards, the law of…
Descriptors: Classroom Environment, Classroom Techniques, Cognitive Processes, Discipline
Fowler, William
Proposed is a model for basic preconditions for "the design of effective programs in developmental learning." Such a program should include (1) a continuous psychocognitive diagnosis and assessment of each child; (2) a structured, coherent, sequential approach to content area; (3) a focus on symbolic manipulation and the essentials of a concept;…
Descriptors: Child Development, Classroom Environment, Cognitive Development, Concept Formation
Fink, Albert H. – 1971
The need for more precise analysis of the complex educational and psychological processes which exist in special classes for the emotionally handicapped, is emphasized. A psycho-educational model, involving teacher-pupil interaction, is developed, and a procedure (the Interaction Analysis System) is formulated for observing and recording behavior.…
Descriptors: Behavior Patterns, Behavioral Science Research, Classroom Environment, Classroom Observation Techniques
