A comparative analysis was made of academically experienced and inexperienced students in a college level counseling education program to determine the influence of practical experience in counseling. Findings indicated that most students in both groups benefited by receiving counseling skills training. (Author/DB)

Describes a teaching module on special relativity in which priority is given to attitudinal objectives as opposed to objectives of content. Explains the implications of this for methodology and course structure, and discusses the course material together with some conclusions and evaluations of the module. (Author/GA)

Considered conceptual learning in music education and its meaning for students. (RK)

Criticizes educational "bandwagon" movements developed by "barbarians" who exploit and manipulate students while rejecting the learning principles characteristic of humanistic education. (RL)

Techniques are presented which explore a single dimension of the subject under consideration as no technique, in and of itself, provides for a comprehensive analysis of the constitution. Approaches are presented which can be most effectively utilized by the teacher. (JB)

The use of values clarification methodology in public schools and by quasi-public agencies is questioned. Among the objections raised are that the approach is theoretically weak, conflicts with many traditional beliefs, and constitutes an invasion of privacy. A re-orientation among environmental educators is advocated. (WB)

An instructor and two participants at a one-week intensive workshop in a camp situation affirm its value. This type of workshop or course can provide the affective aspects and the cognitive skills needed for effective outdoor leadership in educational programs or recreational activities. (CM)

This account of teaching regular and gifted students is based on a university education professor's return to the classroom. Discussion covers: the value of teaching without textbooks, compacting the curriculum to allow students to pursue their talents, and combining affective and cognitive content within the curriculum to promote student growth.…

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 development of educational computer software called scenario software that was designed to incorporate advances in cognitive, affective, and physiological research. Instructional methods are outlined; the need to change from didactic methods to discovery learning is explained; and scenario software design features are discussed. (24…

Discusses how learners affective domain should be incorporated into development of a second and foreign language curriculum. Addresses theoretical perspectives on the application of affective characteristics into curricular design for second and foreign language teaching and undertakes practical considerations for using this approach. (Author/VWL)

A simplified inquiry process, structured by the teacher to require students to make decisions leading to values clarification and/or self-evaluation, is provided. (DE)

The purpose of this paper is to suggest some reasons why feelings are important to study as a part of K-12 social studies and to suggest a few ways this might be done. Reasons why feelings should be taught include the following. Knowledge of how people feel in various situations, as well as knowledge of the forces and factors which bring such…

The English methods class should become a supportive group which encourages the introduction of real feelings, thoughts, and experiences into the learning process. Once a base of common personal experiences is established, direction can be focused inward through the use of the journal. Journal entries can provide a forum for the expression of…