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Schuch, Carole Tindall – Sch Arts, 1970
Art class in the elementary grades must become a time for the development of the child's visual vocabulary. (CK)
Descriptors: Art Education, Elementary School Students, Learning Experience, Teacher Role
Peer reviewedPrunty, Dorothy – School Arts, 1974
Described the uses for papier-mache as creative material with minimal cost from which children can produce worthy products. (Author/RK)
Descriptors: Art Education, Art Materials, Art Products, Children
Peer reviewedCohen, Sheila; Cohen, Robert – Child Development, 1982
To assess the influence of activity on the construction of spatial representations, first- and sixth-graders were assigned to each of three conditions. The child either walked through the environment, performed isolated tasks at four of the environments, or performed interdependent tasks at four of the locations. (Author/MP)
Descriptors: Age Differences, Elementary Education, Elementary School Students, Learning Experience
Peer reviewedSawyer, Diane J. – Clearing House, 1981
As educators, we must do more than present information and test for its accumulation. We must prepare each mind to learn--to receive and organize information for later application. This requires both an awareness of the learner's capacities and specific action to build a "cognitive set" to receive new material. (Author/SJL)
Descriptors: Competence, Learning Experience, Learning Readiness, Rote Learning
Peer reviewedReagan, Margaret – Illinois School Research and Development, 1977
This inquiry focused on the use of carpentry tools as a valid school activity for the young child. The research included an examination of the historical development of tools in the school and the current theories on learning in early childhood programs. (Editor)
Descriptors: Early Childhood Education, Educational Research, Hand Tools, Learning Experience
Peer reviewedLind, Karen K. – Science and Children, 1995
A trip to the zoo can be a terrific way for young children to learn about animals, especially using planned learning experiences. Presents some activities for use before, during, and after a trip to the zoo. (NB)
Descriptors: Animals, Early Childhood Education, Learning Experience, Science Activities
Peer reviewedBennison, Anne – Literacy & Numeracy Studies, 2002
Investigated the experiences of a group of adults enrolled in the Pure Mathematics module of the Certificate IV in Adult Tertiary Preparation in 2000 at one of the Institutes of TAFE in Brisbane, Australia. Classroom learning experiences, exposure to technology, and the impact of returning to study on other facets of students' lives were…
Descriptors: Adult Education, Educational Technology, Foreign Countries, Learning Experience
Peer reviewedGrambo, Gregory – Gifted Child Today Magazine, 1994
This article describes a science learning experience in which intermediate grade students launched balloons with attached postcards to study wind currents. More than 200 (of over 900 balloons) were returned, and their analysis supported the students' hypothesis about the direction of wind currents. (DB)
Descriptors: Class Activities, Intermediate Grades, Learning Experience, Meteorology
Walker, Merrily – Pathways: The Ontario Journal of Outdoor Education, 1994
A documentary will detail the experiences of two Canadians surviving for a year in the wilderness of northern Ontario by using Native skills. For the past year, they have prepared jerky, studied and talked with Native elders, made flour out of cattails, and sewn protective clothing out of animal hides. (LP)
Descriptors: American Indian Culture, Camping, Cultural Background, Documentaries
Peer reviewedJohnsen, Susan – Gifted Child Today Magazine, 1995
Parental coaching with homework of gifted children is considered. The coaching process involves planning, teaching, reflecting, and applying what has been learned to the next situation. The parent's role is described as providing the right environment for working, providing help when desired, and being nonjudgmental. (SW)
Descriptors: Gifted, Homework, Learning Experience, Parent Participation
Peer reviewedBailey, Lynne M. – Educational Forum, 2000
The majority of 40 parents of middle schoolers in an integrated curriculum believed their children enjoyed the learning experience and their family become more involved in learning. However, they did not seem to be very aware of the qualities of an integrated curriculum. (SK)
Descriptors: Integrated Curriculum, Learning Experience, Middle Schools, Outcomes of Education
Peer reviewedRicks, Frances; Van Gyn, Geraldine H. – Journal of Cooperative Education, 1997
A survey of undergraduates (172 co-op, 216 non-co-op), graduate students (80 co-op, 153 non), and 233 work supervisors indicated that co-op and non-co-op students had similar experiences of mentoring. Recommendations were for more focus on the transformational aspect of mentoring and creation, development, and enhancement of relationships in…
Descriptors: Cooperative Education, Foreign Countries, Higher Education, Interpersonal Relationship
Peer reviewedFenimore, Mary Ann – Canadian Journal for the Study of Adult Education, 1997
Interviews with 18 people aged 100-106 revealed rich late-life learning experiences, knowledge acquisition, skill development, and behavior change. Most learning occurred through social interactions, some through media. Impediments included vision, hearing, mobility, and health problems. (SK)
Descriptors: Adult Education, Behavior Change, Learning Experience, Old Old Adults
Peer reviewedLevine, Jodi H.; Shapiro, Nancy S. – About Campus, 2000
In discussing what makes for a challenging and supportive learning environment, this paper uses the fiction of J. K. Rowling as a literary vehicle for considering the role of educators and contemplating ideal context for learning. This literature can be used as a guide for educators to try and design a general curriculum where students have a…
Descriptors: College Students, Curriculum Design, Educational Environment, Fiction
Peer reviewedClemens, Jacqueline B. – Young Children, 1996
Claims that involving children in the process of gardening--selecting seeds and plants, planting, tending the garden, and harvesting the crop--helps them see the natural process of growing plants. Introduces container, square-foot, raised, and conventional gardens. Gives suggestions on what and when to plant as well as tips on gardening and…
Descriptors: Classroom Techniques, Gardening, Learning Experience, Outdoor Activities


