An experimental study was conducted to discover the relative effectiveness of five different instructional strategies on the acquisition of four psycho-motor skills associated with four physical sports (continuous volleying in volleyball, zig-zag dribbling in field hockey, headstand in gymnastics, and sail long jump in athletics). The subjects…

The use of an established research method, Research on Teacher Effectiveness (RTE), is considered as it may be applied to examine successful teaching methods in physical activities and sports. The basic process of RTE is observing teachers at work with students in the classroom or gymnasium. Research on the relationship between teaching behaviors…

DIRECTED TOWARD THE INITIATION OF A FOREIGN LANGUAGE PROGRAM IN A SPECIFIC SCHOOL SYSTEM, TRADITIONAL AND AUDIO-ORAL METHODS OF TEACHING GERMAN ARE COMPARED. A DESCRIPTION OF A PILOT CLASS IN AUDIO-ORAL, BEGINNING GERMAN IS GIVEN. SUCH ASPECTS AS PHONOLOGY, CONTINUED ORAL DRILL, CLASS ACTIVITIES WHICH DEMAND INSTANTANEOUS RESPONSES IN GERMAN,…

READING ABILITIES OF PRIMARY CHILDREN WITH VISUAL PERCEPTION PROBLEMS WHO WERE TAUGHT BY CONVENTIONAL METHODS WERE COMPARED TO THE ABILITIES OF CHILDREN GIVEN SPECIAL TRAINING DESIGNED TO IMPROVE FAULTY OR IMMATURE VISUAL PERCEPTION. ONE CONTROL GROUP PARTICIPATED IN SPECIAL ACTIVITIES SUCH AS PICTURE COLORING AND THE OTHER CONTROL GROUP RECEIVED…

The author describes an instructional film program for counselors-in-training that employs a teaching strategy based on the principle of counselor therapist developmental tasks. The tasks are specific enough for the majority of students to grasp the concept or learn the skills, yet are not so finite as to be of dubious relevance to the complex…

Seven multi-media instructional programs were evaluated on the basis of test scores, student attitudes, program preparation time, and cost of materials. Programs ranked best were videotape with 35mm slides, programmed instruction with 35mm slides, and Self-Evaluation Test only. (JT)

Observations and research on telephone communication as opposed to face-to-face and closed circuit TV communication are examined, and telephone's advantages and disadvantages are listed with the conclusion that it can constitute an acceptable complementary teaching approach. (JT)

A study was conducted to determine whether significant learning of lecture content could occur during a single lecture, which included audiovisual aids and a question-answer session. Results of pre-tests and immediate post-tests showed over ninety percent mastery of the required content. (JT)

Describes a teaching technique based on learning unit reinforcement which is intended to help students learn more in less time. The authors maintain that the systematic application of the method resulted in a 20 percent saving of instruction time as compared with the general standards in Soviet elementary and secondary schools. (Author/DB)

An experiment to test empirically a "forms of knowledge" approach to teaching indicates that this method is feasible. Attention is focused only on the practical issue and not the theoretical question of whether this approach is preferable to an orthodox or "free inquiry" approach. (MF)

Results of the study lend support to the contention that the interview method is superior to the conventional lecture method is promoting achievement. (Authors)

Describes an experiment with a special section of a terminal" physics survey. The experiment consisted of systematically removing as much structure as feasible while using a lecture format. Evaluation indicates student enthusiasm and performance increase as structure disappears. (Author/TS)

Any policy of educating people for relationships incorporating the use of small groups should be based on an understanding of the method and the necessary training, according to the author, who discusses various group work practice methods that have been used and problems in some of the techniques. (MF)

This study of 30 fourth-grade mathematics classes sought to determine if the use of art-making activities to reinforce math concepts influenced students' attitudes toward mathematics and/or art; their mathematics achievement; or their creative thinking. Results indicated improved attitudes toward mathematics and increased elaboration ability. (SJL)