What distinguishes the philosophies of education advanced by pragmatists? Does pragmatism have something distinctive to offer contemporary philosophy of education? This paper applies these questions, which Randall Curren asks in "Pragmatist Philosophy of Education" (2009), to a more specific current debate in philosophy of education: the…

Research has demonstrated the importance of emotions in learning, and academic service-learning (AS-L) has become an increasingly popular pedagogy. However, few studies have investigated emotional experiences specific to AS-L. The purpose of this mixed-methods study was to examine students' emotions related to their AS-L class. Results from the…

Most of the scholarship on gifted Black children focuses, legitimately, in a disproportionate way on underrepresentation, namely, identification and placement issues, barriers, and recommendations. Comparatively speaking, less attention has focused on socio-emotional (or affective) and psychological needs and development of these students.…

Calls for intellectual training very different from that which produces the traditional British literary intellectual. Asks that higher education produce critical intellectuals of a practical kind. Shows how film study provides practical knowledge with an assessment of the production of knowledge and the realm of thought itself. (PD)

A resource book intended as a teaching aid for preschool teachers, this compilation includes those ideas that have been used with success with children three through five years of age. The curriculum material is presented in outline format under the following headings: Subject of Interest; Basic Understandings; Additional Facts the Teacher Should…

The concept of general education, its specific goals, and its role in the college curriculum are discussed. The goals of general education appear to center around teaching students to think analytically and to synthesize ideas into a general understanding. It is suggested, however, that these objectives tend to get lost in the specifics of…

COURSE CONTENT AND TEACHING METHODS FOR FIRST- THROUGH FOURTH-YEAR HIGH SCHOOL LATIN COURSES ARE OUTLINED. FIRST YEAR PROCEDURE INCLUDES A PATTERN DRILL, INTERPRETIVE READING BY THE TEACHER, STUDENT READING, STORY SUMMARY BY THE TEACHER IN WORDS THE STUDENTS ALREADY KNOW, AND FUNCTIONAL QUESTIONS TO TEST COMPREHENSION. GRAMMAR QUESTIONS ARE ASKED…

This paper reports on observations from teaching an undergraduate information-based organization (IBO) course and builds on past research to explain the findings in student issues, achievement motivation, and small-group effectiveness in information management teaching. The paper has three purposes: (1) to describe the development of a new course…

Summarizes the following differences between adult learners and more "traditional" college age students: (1) chronology; (2) developmental progression; (3) motivation; (4) learning style; and (5) intellectual development. Discusses the debate concerning general education. Discusses the necessity of accommodating the needs of the students and ways…

The high degree of autonomy college faculty members exercise in organizing and teaching courses suggests that faculty perceptions of educational purposes, subject matter structure and importance, and expectations for student learning are major determinants of educational success. Despite diversity and local autonomy present in its system, American…

This comprehensive analysis of French teaching methodology reveals basic problems underlying the current philosophy of language learning, while presenting new ideas based on extensive research. Two books, "Active French; Dialogues" and "Active French: Foundations Course" (Books 1 and 2), which stress well specified learning objectives, were…

This digest summarizes a larger document of the same title which takes the position that because American democracy is founded on the premise that citizens need to engage in free and open discussion of opposing points of view, it is important that intellectual conflict become part of college instruction. It suggests several ways in which…

The thesis of this book is that intellectual conflict is an important and powerful instructional tool which should become part of day-to-day student life in colleges and universities. Properly structured academic controversy results in increased achievement, better problem-solving and decision-making skills, more positive interpersonal skills, and…