A study was devised to investigate the effects of sequence of concept presentation and practice in a concept learning task. Learners were presented with either one conjunctive concept at a time, or with multiple concepts all related to the same principle. Practice was sequenced in four positions: before concept presentation, after concept…

Briefly examines a junior high school correspondence course in social studies. Ten specific skills were introduced at a fairly simple level in the first ten lessons and then repeated at a more complex level in the remaining lessons. Four examples of the skill development components are given. (Author/JK)

Describes the results of a survey that examines the different approaches to the scope and sequence issue in economic education on the precollege level. Concludes that there is enough agreement among the groups studied to develop a plan as a guide to further curriculum development in this area. (RKM)

Describes a system for arranging assignments in a composition course that aims to prepare students for academic writing, by focusing entirely on exposition and its conceptual demands. (HTH)

Outlines research conducted at Brigham Young University to identify effective, efficient computer-based drill and practice instructional strategies for teaching paired associate or multiple discrimination tasks. A sophisticated computer-based drill and practice is contrasted with a simple flashcard strategy. Research supporting the sophisticated…

Discusses the sequencing of writing assignments based on students' natural development. Cites the work of Piaget and Moffett. (FL)

H.R. 366, the Vocational and Technical Education for the Future Act, strengthens and improves the Carl D. Perkins Vocational and Technical Education Act by enhancing local accountability, introducing model sequences of courses that incorporate both secondary and postsecondary elements in a non-duplicative progression of courses, and merging the…

Suggests a proper sequencing of learning activities in science teaching with the textbook used after child's completion of inquiry and acquisition of big ideas.'' (CC)

Discusses the use of questions in the categories of 1) author's use of words, 2) author's use of figurative language, 3) character traits, 4) tone, 5) theme, and 6) development of theme, that can lead students to an appreciation and enjoyment of literature. (MM)

Article examines the problem of individualizing the instructional sequence so that the learning of a second-language vocabulary occurs at a maximum rate. (Author)

Purpose of this study was to determine whether instructional sequencing would affect learning from a logical structure when certain artifacts, which may have operated in previous studies, were removed. (Authors)

Kindergarten children who were taught in a structured, sequential program achieved significantly more than kindergarten children taught the regular curriculum. (WY)