This module cluster is designed to facilitate successful, self-paced learning by familiarizing the student with social studies and its goals. The student is asked: (a) to gain skill in dealing with the elements that have become essential in planning an instructional sequence that speaks to the criticisms of the past and recognizes the problems and…

Explains how to create a file of useful student-centered language learning modules with four-by-six cards. Modules can focus on vocabulary development, completion drills, or sequential arrangement of information, can be adapted to any age level, and can be inexpensively augmented, or discarded after use. (Author/DJD)

Before an instructional module is used by students it should be evaluated by an educational technologist and a teacher who has expertise in the subject area. A set of evaluation criteria is offered which covers the basic system, techniques, and form. (JY)

Humor is a competency that should be developed by all teachers. (MM)

Modular laboratories provide technology education students with valuable experiences, but they are not the total solution. Technology education can aid problem solving, technological literacy, and school-wide curriculum integration, but not within the limits of the modular environment. (JOW)

This learning module gives background information on earthquakes, their measurement, and sociocultural impact. A design brief contains context, objectives, challenge to students, evaluation method, student quiz, outcomes, glossary, and eight references. (SK)

Provides teacher materials in the area of materials processing from extracting raw materials to recycling and disposing of used products and systems. Includes possible students outcomes and a student quiz. (JOW)

Provides a rationale for using modular education and discusses how it can be used in the technology education classroom. Suggests that teacher-developed materials are more useful than those developed by vendors. (JOW)

Rats were runway trained with sequences of rewards that changed in 3 phases. In Phase 1 (24 days), the sequences were NP', SNP', and P'SNP' (n = 3), or NS', PNS', and S'PNS', where P and P' refer to 4 and 8 plain Noyes pellets, and S and S' are 4 and 8 sucrose pellets. N was a 30-s confinement in the goal without reward. In Phase 2 (14 days) the…

The Mississippi Consortium for International Development's (MCID's) intervention involved the development, publication and distribution of an Integrated Foundations of Learning Kit, focused on numeracy. This intervention was aligned with Zambia's priorities and strategies and matched the requirements of the Textbooks and Learning Materials Program…

This study implemented an online peer assessment learning module to help 36 college students with the major of pre-school education to develop science activities for future instruction. Each student was asked to submit a science activity project for pre-school children, and then experienced three rounds of peer assessment. The effects of the…

This paper examines a group project module on the final year of an Information Technology degree programme at St. Martin's College, now the University of Cumbria. The paper outlines the nature and purpose of the module and then discusses a research project that has been scrutinising different aspects of the work. It offers some further reflections…

Every schoolyard presents a wealth of opportunities for science exploration. To capitalize on this resource, the authors developed an activity in which students assessed whether their schoolyard could provide a viable habitat for treefrogs. This inquiry-based module was composed of three lessons: A Hoppin' Treefrog Adventure, Field Research Means…