Addresses four concerns faced by educators incorporating specific features of learning objectives into a course: structure of the course, students' acceptance of changes, time commitment required of professors, and format interference with presentation of subject-matter. (RT)

There is a risk of second language teachers becoming emotionally overcharged about innovative methods and techniques. Innovators promoting particular methods often claim comprehensive answers to instructional problems, and in spite of an apparent concern for scientific respectability, new approaches take on some characteristics of religious…

Before the cognitive shift in educational psychology, research on teaching practices that brought about desired student outcomes were dominated by the process-product research program, a confirmative approach in which researchers attempt to discover relationships between teaching behaviors (the process) and learning outcomes of students (the…

Examines instructional strategies for improving the education of English language learners. The strategies reviewed were ESL in the Content Areas, Effective Use of Time (EUOT), and a combination of the other two. The EUOT group had the highest scores on reading and language arts achievement and the combined treatment group, the lowest. (34…

Science teachers need to stress several kinds of objectives in teaching and learning. One kind, cognitive, receives major emphasis by teachers. In addition to vital facts and concepts, pupils should also acquire major generalizations. And, in addition to facts, concepts, and generalizations, pupils also need to be able to think critically.…