Points out the very real need for teachers to develop a feeling of sensitivity in working with children. (Author/RK)

The effects of mental training on skill acquisition and performance is currently emphasized in the study of sport psychology and motor learning. This article provides the teacher and coach with general guidelines for understanding and incorporating negative thought stopping training into athletic programs. (MT)

Described is a method of writing which could be used in curriculum guides when an emphasis on affective outcomes is desired. (RM)

Three examples of performance goals written in the affective domain and two rating scales designed to help teachers use them. (Editor)

This cursory outline of the Human Development Program has been given as one example of Affective Curricula available for classroom use. While it is not within the scope of this paper to describe fully the mechanics of the Program, some mention is made of selection and preparation procedures. (Author)

This article presents a rationale for centering formal academic training in the affective domain. (Editors)

The author, with the aid of an instrument constructed within the theoretical context of Krathwohl's Affective Domain Taxonomy, found that scientific curiosity is not undergoing any substantial development in today's secondary schools. (Author/CP)

Insists upon the importance of poetry and provides a procedure for introducing both students and teachers to the writing and appreciation of poems. (JL)

Discusses the limitations of existing instructional design models, including Gagne's, and describes a new, more complete model meant to improve upon those now in use. Twenty-four references are appended. (LLS)

Examines the reception of structured exercises drawn from fantasy and nonverbal communication methods by individuals in group setting. Participants were very favorably disposed toward exercises. Review and study suggest further research. (NRB)

Describes development and implementation of a British history curriculum for students 13 to 16 years of age. Although built around examination, it also stresses the teaching of feelings, attitudes, and values. (KC)

Describes a model to be used by designers, users, or researchers in appraising management games based on four concentric circles which put the game in the context of (1) game purposes, (2) cognitive objectives, (3) affective objectives, and (4) management qualities and skills. (Author/CMV)

Provides a pro and con discussion of the use and/or worth of behavioral objectives in the teaching of children's literature; also provides a list of behavioral objectives one author used. (HOD)

Stresses a different non-traditional model of science: the looseness of the knowledge held, the idiosyncratic methods by which it is obtained, and the personal way in which it is used to solve problems. Further stresses the importance of tacit knowledge and the affective driving force. Argues for the inclusion of authentic science in school…