This paper explores how 14 British youth were influenced by a 10-week expedition to Ghana with Raleigh International. It employs a theoretical framework based on the symbolic interactionist writing of Blumer (1969), Mead (1934), and Cooley (1962, 1964). The framework helps to understand how the meanings that participants held for different…

The goals of visual literacy experiences are to give the student skill in "reading" visuals and in expressing himself and communicating through visuals. (JH)

Reports the results of a study of the relationship between cognitive style and achievement in a modern elementary science program. (JR)

Recent research indicates that content structure is, to some extent, mapped into cognitive structure. This study examines whether or not mapping of content structure into cognitive structure is related to students' ability to recall the content. Findings indicate that the cognitive structure of students with high recall ability does not resemble…

This paper reviews theories of transfer of learning to determine whether they offer guidelines for educational approaches. Two classes of theories are described. The first class of theories is based on the notion that the conditions for transfer are established when an original learning event and a transfer event share common stimulus properties.…

Educational outputs are defined as the direct end products, events or conditions that result from facilitation and production processes within educational institutions. The conceptual framework for education outcomes developed by the National Center for Higher Education Management Systems (NCHEMS) is explained. The basic elements of any…

This study investigated the effect on learning of the interspersing of questions with sections of written discourse. A 5,200-word passage was divided into seven sections, from each of which several completion questions were derived. A pair of questions was inserted before, after, or both before and after the section. These questions also formed an…

Misconceptions about the teaching of writing prevail on many college campuses, partially because writing teachers fail to communicate with their colleagues. It is especially important for writing teachers to let their colleagues know that learning to write is a long term developmental process that needs support and reinforcement from the entire…

Article addressed itself to the dissatisfaction bred by changes in curriculum and learning method as well as the need for students to be aware of learning that is relevant to their own interests. (RK)

Customized lessons for 310 students add up to a boggling bookkeeping job, but Project PLAN in Winona, Minnesota, ticks it off with dispatch. (Editor)

Reports a study which reinforces the assumption that objectives enable learners to retain essential points and to organize complex cognitive processes needed for successful inquiry-oriented learning experiences. Results that knowledge of science processes (POST Scores) contributes more to achievement variance than the use of behavioral objectives.…

Reports on a behavior modification study conducted at Stanford University in California nearly 10 years ago. Details the project and provides follow-up data eight years later. (EJT)

Four experiments examine effects of college student's aptitudes, preinstructional experience, method of instruction and differences among posttest items based on the methods of instruction. (Author/DEP)

The author discusses the major changes career education calls for in the teaching/learning process and the teacher's role in effecting such changes. Topics discussed are a classroom rationale, subject matter as a motivational device, implications of expanding teaching/learning process parameters, and career education as a philosophy of teaching.…