Proposes a cognitive-based model for instructional design that addresses the acquisition and employment of knowledge, the interaction of content knowledge and cognitive strategies for higher order thinking skills, and the affective domain. Educational learning theory is discussed, including working memory, long-term memory, and cognitive skills.…

This article proposes a model that continuously calibrates happiness and considers its application with people who have mental retardation. The model suggests that the affective system is continuously recalibrated as a result of either positive or negative affect in a particular domain. Thus, as objective circumstances vary, the person still…

Discusses the affective factors that underpin and guide moral judgements. Suggests a pedagogical model for affective development in moral education, based upon the expanding social environment in which a person defines and redefines him/herself and that environment's relation to the educational milieu. (DMM)

Argues that a deeper analysis of the affect and how it develops is needed for the design of effective learning activities. Topics discussed include the Taxonomy of Educational Objectives in the Affective Domain; a model of skilled behavior; theories of the development of attitudes and affect; affective objectives for instruction; and instructional…

Reviews literature on developmental students' negative attitudes toward mathematics and themselves. Describes a model for math tutoring emphasizing the reduction of math anxiety and development of capacities for independent learning through dialogue, analysis of error, response to affective needs, reeducation about the learning process, and…

Proposes a model of critical thinking in science with affective (dispositions), cognitive (knowledge, basic skills, and higher order skills), and behavioral (contextualized or generalized behaviors) components. Describes the links and mutual influences between the environment and these components. Emphasizes the role of affectivity in the…

Proposes a teaching model to teach mathematics represented as a triad of three components: (1) management of learning; (2) mathematical challenge; and (3) sensitivity to students. Describes the three components and relates them to a constructivist perspective of learning. (MDH)

Describes the qualities of a good children's reference librarian and discusses training that involves both on cognitive and affective training methods. Evaluation to measure the effectiveness of the trainee is discussed, and a model training workshop is presented that includes a sample assignment as well as basic reference sources for children's…

The paper describes a model to aid curriculum developers as they design futures curricula. The objective is to demonstrate how curricula can be holistic in perspective and balanced in provision for student future-focused role image as well as subject matter. The model, based on symmetry (within the individual and the curriculum), has seven facets:…

This paper argues that just as imagination has been important for the inception and promotion of invitational education, it is also necessary for the development of inviting research strategies. Applying the educative process to the study of inviting, recommendations are made for relating the constituent parts of the inviting stance (optimism,…

Discussion of the information search process (ISP) from the user's perspective focuses on a model of the ISP derived from longitudinal studies of high school and college students. Cognitive and affective aspects of the ISP are discussed, and their implications for future research are suggested. (31 references) (LRW)