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Bereiter, Carl – 1970
This paper presents some inferences about preschool education, based on evaluative research done on the Bereiter-Englemann program. These inferences may be summarized as follows: (1) The Bereiter-Englemann program has clearly had more impact on IQ and achievement than the traditional child-centered approach, but not necessarily more impact than…
Descriptors: Academic Achievement, Cognitive Ability, Comparative Analysis, Conventional Instruction
McLellan, Mary I. – 1968
Three films were produced to serve as instructional aids in teaching the rhythmic gymnastic skills of performing with clubs, balls, and hoops. The content of the films was determined with the aid of specialists in rhythmic gymnastics. To evaluate the films as aids to instruction, 170 women enrolled in elementary physical education courses were…
Descriptors: College Instruction, Comparative Analysis, Conventional Instruction, Exercise (Physiology)
WINTER, STEPHEN S.; AND OTHERS – 1965
STUDENTS IN EXPERIMENTAL LARGE GROUP-SMALL GROUP CHEMISTRY CLASSES WERE COMPARED TO STUDENTS IN CONVENTIONALLY ORGANIZED CHEMISTRY CLASSES FOR GAIN IN KNOWLEDGE OF CHEMISTRY AND OTHER LEARNING OUTCOMES. THE 1,241 STUDENTS INVOLVED IN THE INVESTIGATION WERE ENROLLED IN 14 URBAN, SUBURBAN, AND RURAL SCHOOLS. EXPERIMENTAL CLASSES RANGED IN SIZE FROM…
Descriptors: Achievement, Chemistry, Conventional Instruction, Instruction
Renshon, Nancy – Notes from Workshop Center for Open Education, 1976
Reports on research conducted during 1973-1975 on the attitudes, views, and roles of 11 open and 11 traditional principals in the New York City public schools. (Author/AM)
Descriptors: Administrator Role, Attitudes, Comparative Analysis, Conventional Instruction
Chance, Ed – Social Studies Teacher, 1987
Maintains that traditional history instruction may be expanded by including content based on community and family history, the role of personality in history, cultural history, quantification of history, and history of the people or masses. Shows how these can be integrated into traditional history content. (JDH)
Descriptors: Back to Basics, Conventional Instruction, Elementary Secondary Education, History Instruction
Chilcoat, George W.; Chilcoat, Cindy Lynn – Social Studies Teacher, 1987
Provides a collection of 11 activities, which when used together, result in a creative biographic book report. Each activity results in one or more pages of the finished report. Among the ideas presented are: (1) an advertisement activity, (2) a life line activity, and (3) a T-shirt activity. Includes illustrations and student instructions. (JDH)
Descriptors: Autobiographies, Biographies, Conventional Instruction, Elementary Education
Gritzner, Charles F. – Social Studies Teacher, 1987
Far too much time is spent in most elementary grades learning "What is where?" Far too little time is spent on learning "Why? and What of it?" Conceptual understanding is essential, and without it, isolated facts are only "fools gold." Provides a list of instructional questions based on 40 key geographic concepts…
Descriptors: Concept Teaching, Conventional Instruction, Elementary Education, Human Geography
Peer reviewed Peer reviewed
Gentry, Vickie S. – Physical Educator, 1985
This article describes the curricular approaches to physical education which are currently recognized and practiced at the elementary level. These approaches are categorized as either traditional or contemporary, indicated by emphasis on either activities or themes. (MT)
Descriptors: Cognitive Objectives, Conventional Instruction, Curriculum Design, Elementary Education
Dunn, Rita; Dunn, Kenneth – Momentum, 1986
Presents a quiz to help high school principals determine their educational philosophy and the degree of compatability between philosophy and practice. Presents research findings showing that conventional approaches to instructional factors, such as furniture, scheduling, student mobility, instructional methods, and homework, may not be the most…
Descriptors: Administrative Policy, Classroom Environment, Conventional Instruction, Educational Philosophy
Peer reviewed Peer reviewed
Foale, Alan – British Journal of Language Teaching, 1984
Discusses the foreign language program of the British educational system and the problems that arise when a teacher wants to use innovative teaching techniques while at the same time preparing students for the traditional language and literature A level examinations. Suggests ways in which the problem can be resolved. (SED)
Descriptors: Compulsory Education, Conventional Instruction, Course Objectives, Educational Innovation
Handleman, Chester – Community College Social Science Quarterly, 1976
Reports on a study which shows that, at the community college level, the lecture method is still the most valuable single teaching technique. (DC)
Descriptors: Community Colleges, Conventional Instruction, Discussion (Teaching Technique), Lecture Method
Kuri, Nidia Pavan – 2000
The knowledge of exponential development, the multiple aspects of social problems, the fast technological advancements and the growing availability of advanced hardware and software are increasing demands on undergraduate engineering education and practice. Therefore, it is imperative that engineering teachers become able to accomplish much more…
Descriptors: Cognitive Style, Conventional Instruction, Creativity, Engineering Education
Peer reviewed Peer reviewed
Logan, Gerald E. – Unterrichtspraxis, 1973
Descriptors: Conventional Instruction, Conversational Language Courses, German, High Schools
Peer reviewed Peer reviewed
Mayer, William V. – Journal of Biological Education, 1973
Discusses the vicious circle of perpetuating traditional practices in the use of laboratory organisms. Makes a plea for biology teachers to use new organisms for new tasks, indigenous organisms rather than imported ones, living organisms rather than dead, and organisms to explicate principles rather than as sources of stultifying detail. (JR)
Descriptors: Biology, Conventional Instruction, Instruction, Instructional Innovation
Peer reviewed Peer reviewed
Johnson, H.; And Others – British Journal of Educational Psychology, 1972
The use of diacritical marking facilitates learning to read and the benefits are neither specific to reading in that medium nor to reading in general. It may well prove that the most significant improvements are in the field of writing. (Authors/MB)
Descriptors: Beginning Reading, Comparative Analysis, Conventional Instruction, Data Analysis
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