Washington Technical Institute (WTI) presents an opportunity to structure a two-year technical education program which will effectively serve the needs of an urban population. The guiding philosophy of the school is that it be student centered with learning objectives stated in measureable behavioral terms. The school is staffed with one…

In response to a state regulation calling for a Human Relations Training Program as part of the recertification of teachers, four guidelines were formulated. They are designed to help trainees to: (1) understand contributions and life styles of various racial, cultural, and economic groups in our society; (2) recognize and deal with dehumanizing…

There is a growing need for environmental education, defined as the part of the total educational process which attempts to convey those values, concepts, and knowledges associated with the external environment, in urban areas. Since more people are moving to urban areas, these areas are becoming plagued with fast growing environmental problems.…

This paper examines the sequence and hierarchy of objectives in the American Association for the Advancement of Science (AAAS) "Science--A Process Approach" curriculum. The work of Piaget, Bruner forms a framework from which the learning objectives and tasks in the AAAS science curriculum are examined. The points of correspondence…

This paper discusses the effects on college students of a weekly personal growth group and a marathon growth group, both of which are forms of experiential learning focusing on expanded awareness of self and environment, authenticity, and more effective interpersonal communication. The experiential-Gestalt growth group is a relatively unstructured…

Technology has allowed modern educators greater flexibility than ever before. We cannot assume that one method of teaching is correct for every teacher, for every subject, and even for one teacher at all times. This is especially true in use of audiovisual media. Various types of materials and various ways of presenting them are necessary.…

The College of Education at the University of Wisconsin-Whitewater and the Milwaukee Public Schools collaborated on a series of 2 1/2-day resident camp outdoor education programs. Three to five university students were assigned to a camp period and received pre-camp orientation by the program directors. The students taught, counseled, and…

This investigation probed characteristics of students attending nine Wesleyan colleges (five liberal arts and four Bible). Characteristics of collegiate learning environments were also explored to see how well-suited these were to the students served. Following a review of more than 200 articles, books and evaluative instruments, a 6-page…

This 2-part report on experiential learning is a product of the University Governance for Community Relations aspect of the University of Pittsburgh University-Interface Program. This report highlights some of the major issues concerning the development of the experiential learning component in higher education. To facilitate this discussion, a…

The two experiments reported in this study demonstrated that, in contrast to Steinmetz and Battig's (1969) data, preschool children do not display Priority of Recall in Newly Learned Items (PRNI) in either conventional Free Recall Learning (FRL) or in FRL where serial position bias is controlled. This finding, coupled with Battig and Slaybaugh's…

THIS BIBLIOGRAPHY ON TRANSFER OF LEARNING STUDIES WAS COMPLETED FOR U.S. OFFICE OF EDUCATION CONTRACT NO. 4-20-002 AS APPENDIX "A" (SECTION TWO) TO THE FINAL REPORT. IT CONTAINS 1,775 TITLES FROM THE PERIOD 1890 TO 1966 ON TRANSFER OF LEARNING. THE CONCERN WAS TO COMPILE THE EMPIRICALLY BASED PRINCIPLES RELATING TO TRANSFER OF TRAINING…

Standing on the shoulders of the experience of the recent past, the science which our children experience reflect a montage of curriculum reform, teacher renewal and school commitment. These three factors, not always distinct, and the challenge of clearly discerning them is essential in describing where our experience has led. (Author/RK)

To increase the student's learning experience, it is necessary that the learning process should involve more than the usual learning by doing approach. Instead, students should be able to participate in a broader manner by experiencing the planning, building, and completion of an activity. (EC)

Teacher expectations are the key factor in the design of a therapeutic learning environment which will increase student retention, improve levels of learning, and result in better student motivation. Five specific suggestions are made by which teachers can demonstrate positive expectations for students.

Discusses the way Piaget's theories operate in the classroom. (ED)