Adult education literature describing teaching methods/techniques/strategies was examined to detect what is revealed about the types of learning outcomes that might be facilitated in teaching-learning situations involving adults. (College of Education, Kansas State University, Manhattan, KS 66506.) (Author/SSH)

Studied the effects of implicit instruction, explicit instruction, and values clarification instruction. All treatment groups reported significantly higher knowledge scores than did the control group, but only the explicit instruction treatment was able to produce any changes in attitudes or behavior. (Author)

Rated personality and conduct problem behaviors by considering their significance in referring an elementary grade child for school psychological services. Results showed regular class teachers, special class teachers of the emotionally disturbed and school psychologists agreed on importance of behaviors. Conduct problems were prioritized by the…

Studied the effects of computer-oriented undergraduate research on student's cognitive and affective development. Findings indicate students in research or conventional discussion groups didn't differ on cognitive development; mandatory activities have a negative impact on attitudes; voluntary participation had a positive effect only on…

Increasing concern in art education for the student's learning needs in both cognitive and affective domains requires that attention be given to more than "products" developed. The creative learning process is strengthened by attention to personal as well as product outcomes. (Author/MLW)

Assessed the effects of changing the kindergarten school day. Studied two school systems, with the experimental groups attending a full-day, every-other-day program. Found no significant differences on measures of school achievement and behavior. Parental dissatisfaction appeared to increase in the experimental program. (Author)

Reviews the social-psychological research pertaining to female-headed families published between 1970-1980. Literature indicates that theoretically children do not need the presence of the same-sex/opposite-sex parents in the family to develop sex-role behavior. Suggests children in female-headed families are likely to have good emotional…

Uses ethnographic case-study data to examine affective interaction in two racially diverse urban elementary classrooms. Subjects are 56 fifth and sixth graders and their teachers. Results suggest that teachers can foster racial harmony in the classroom through small group work. (CM)

Defines behavioral and educational contracts as therapeutic instruments that can be educationally and socially beneficial while enhancing students' self-image. Contracts enable schools to monitor students who have discipline problems and involve them in taking educational responsibilities. (JAC)

Successful implementation of Public Law 94-142 demands that teachers have the skills necessary to plan an objective-based, individualized program. Research supports the use of individualized instruction in mainstreamed physical education classes. The concept of learning time gives teachers a way to evaluate their own teaching and their teaching…

Describes Systematic Competency Based Group procedures as a technique integrating group counseling and human development training for children. Proposes that the procedure allows pupil progress to be assessed in a life-role activity, and enhances the acquisition of basic communication skills. (JAC)

Measured the impact of counselor trainee stereotyping of ethnic groups. Anglo-American and minority counseling psychology students made judgments about the relationship between ethnicity and stereotypic characteristics. Findings suggest Anglo-American trainees were more susceptable to the influence of stereotypes when processing information about…

The influences of feminism and curriculum theory on teacher education are examined. Concepts of interest include empiricism, behaviorism, the role of sexism in teaching, the needs of research and theory, the involvement of self with education, the needs of society, and the importance of language. (JN)

Investigated the efficacy of teaching students at-risk for academic failure to deal with school-related stress. High school students were assigned to a coping skills training group, a counselor intervention group, or a control group. The students given coping skills training showed significantly improved social problem-solving ability. (Author)

Relationships between mothers' ratings and teacher nominations for aggressive and withdrawn behavior were examined in a sample of 40 Cuban American male secondary school students. Results were consistent with the extensive concurrent and construct validity of the Behavior Problem Checklist. (CM)