It is argued that there are only three core instructional models (behavior, development, and apprenticeship) and that within the framework of these models, only five types of knowledge can be acquired: (1) declarative; (2) procedural; (3) conceptual; (4) analogical; and (5) logical. Examples are presented. (SLD)

This article describes incidental teaching of social behavior, which improves the peer interactions of young children through a naturalistic teaching tactic that can be used separately or along with other social skills interventions. The article offers a rationale, examples of incidental teaching, and helpful hints for implementing the method.…

This paper discusses research on affective dimensions of foreign language instruction for gifted students, using Krathwohl's "Taxonomy of Educational Objectives: The Affective Domain" as a framework. The paper suggests behavioral objectives and specific activities to aid foreign language instruction at five levels: receiving, responding,…

Overviews the current state of writing instruction in elementary and secondary schools. Presents specific examples from real classrooms of misguided instruction and ill-advised assignments. Suggests specific ways of improving classroom instructions of writing at all levels in the future. (HB)

Describes research in which the author studied his own teaching over a two-year period and, based on the research, developed a model for structuring drama to support reflection and learning. (SR)

The authors of EC 606 783 examine the background of instructive feedback stimuli either related or unrelated to target behaviors, devised for students with disabilities. Issues discussed include the selection of feedback stimuli, presentation of feedback stimuli, and unique applications of instructive feedback. (DB)

Discusses a microcomputer program that was created to simulate the behavior of a computerized "animal" so that students could practice the shaping of behavior. Describes mathematical algorithms that allowed the "animal" to show gradual improvements in directional movements after appropriate shaping. Reports that students were…

Researchers observed relationships between classroom behaviors and achievement among learning-disabled students involved in teacher-directed instruction (TDI) and independent seatwork. Results found a stronger relationship between academic-type classroom behaviors and achievement during TDI. Different types of classroom behaviors related to…

Used multiple baseline across items design to evaluate effects of cover, copy, and compare (CCC) intervention on students' accuracy identifying states on map of United States. Results from seven students taught with CCC intervention showed the CCC intervention was effective in increasing class mean accuracy levels in locating states. Students…

Discusses components of children's motivation to read and learn. Presents several factors that influence student goal orientation and foster interest. Suggests that teachers emphasize learning goals instead of performance goals, ensure that children have the competence to carry out chosen literacy activities, and provide support for social…

Presents a seven-step model that describes a cognitive and behavioral loop that may explain actions of some impulsive and out-of-control youngsters. Suggests some intervention strategies that take the cognitive loop into account and help the student work toward personal control. (SLD)

Compares effects of negative feedback statements and specific directives in music-performance instruction. Indicates that subjects' attitudes and performance achievements were unaffected by type of comment: all subjects expressed positive attitudes about the experience, and the time required to reach the learning goal was unaffected by type of…

According to responses from 145 secondary agriculture teachers and 2,400 students, students thought instructional clarity increased when teachers actively involved them. Systematic differences between teachers' and students' perceptions (especially teachers rating themselves more highly than students did) indicate a need for teachers to reflect on…

Investigated the teaching behaviors of 11 teacher educators working with early childhood education student teachers. Participants provided course syllabi and written descriptions of activities and assignments, then completed interviews. Most instructors philosophically aligned with constructivist epistemology, though few discussed constructivist…

Data were gathered on 19 variables representing instructional contexts and engaged behavior of 29 students with severe disabilities educated in general education elementary classrooms. Results indicate that students were provided a comprehensive array of instructional activities with a greater proportion of instruction provided through academic…