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Lawson, Anton E.; Snitgen, Donald A. – Journal of Research in Science Teaching, 1982
Assessed the effect of a one-semester college biology course on the development of students (N=72) ability to reason formally and interactions among intelligence, cognitive style, and cognitive level. Includes implications for science instruction. (SK)
Descriptors: Abstract Reasoning, Biology, Cognitive Style, College Science

Phillips, Richard I. – Journal of Epsilon Pi Tau, 1978
Introduces a taxonomy of applied methods to help industrial arts teachers improve the reading abilities and verbal aptitudes of their students. The taxonomy is divided into five major sections: vocabulary, comprehension skills, interpretation skills, work study skills, and reading range (a more discriminatory reading ability). (CSS)
Descriptors: Classification, Comprehension, Guides, Industrial Arts
Postman, Neil – Atlantic, 1979
Student attitudes fundamental for achievement of certain kinds of learning are identified: tolerance for delayed gratification, a certain measure of respect for and fear of authority, and a willingness to accommodate one's individual desires to the interests of group cohesion and purpose. (MLW)
Descriptors: Adjustment (to Environment), Behavior Problems, Behavior Standards, Classroom Environment

Wiggins, Robert; Wiggins, Jackie – Music Educators Journal, 1997
Maintains that music teachers can develop interdisciplinary curricula without sacrificing the integrity of their own discipline by focusing on conceptual (rather than content) connections. Recommends focusing on instructional priorities, curricular appropriateness, and conceptual understanding when planning an interdisciplinary curriculum. Briefly…
Descriptors: Cognitive Processes, Content Analysis, Elementary Secondary Education, Instructional Innovation

Katz, Lilian G. – Montessori Life, 1998
Suggests that educators must address: (1) What should be learned? (2) When should it be learned? (3) How would it best be learned? and (4) How can we tell how well we have answered the first three? Addresses the first three questions by offering principles of practice for early childhood educators, ranging from curriculum to learning disposition…
Descriptors: Curriculum Design, Curriculum Development, Early Childhood Education, Educational Principles
Eisner, Elliot W. – Phi Delta Kappan, 1997
Our minds are shaped by youthful learning opportunities. Different forms of cultural representation (art, poetry, or mathematics) influence the processes and products of thinking, develop different cognitive skills, influence perceptions, can be combined to provide enriching experiences, and call on different skills and forms of thinking.…
Descriptors: American Dream, Cognitive Development, Cultural Influences, Curriculum Development
Rudgers, Gregory B. – Teaching Music, 1996
Addresses the question of how to infuse an artistic aesthetic into classroom music performance. Recommends using material that offers students an aesthetic opportunity yet remains within their intellectual and artistic grasp. Discusses types of compositions that meet these requirements and suggests some creative rehearsal techniques. (MJP)
Descriptors: Aesthetic Education, Aesthetic Values, Educational Objectives, Educational Principles

Sparks, Dennis – Journal of Staff Development, 1990
An interview with Robert Garmston, California State University professor, details the cognitive coaching model for supervision or peer coaching of principals, department heads, and teachers. The model is based on the principles that all people can change and therefore develop intellectually, and that teacher performance is based on decision-making…
Descriptors: Cognitive Ability, Cognitive Development, Elementary Secondary Education, Higher Education

Glidden, Robert – Design for Arts in Education, 1990
Responds to Charles Fowler's article, "Arts Education and the NEA: Does the National Science Foundation Point the Way?" Recommends that the National Science Foundation (NSF) and the National Endowment for the Arts (NEA) work together to promote intellectual values in schooling. Suggests that the NEA follow the NSF in its commitment to…
Descriptors: Art Education, Educational Cooperation, Educational Finance, Educational Philosophy

Hoffa, Harlan – Design for Arts in Education, 1990
Responds to Charles Fowler's article, "Arts Education and the NEA: Does the National Science Foundation Point the Way?" Notes differences between art and science, and the educational efforts of the National Endowment for the Arts (NEA) and the National Science Foundation (NSF). Recommends several actions to prove NEA's commitment to…
Descriptors: Art Education, Educational Cooperation, Educational Objectives, Educational Philosophy
Knofla, Tracy A. – Campus Activities Programming, 1989
Theories of life cycle phases, adult development, and adult motivation to learn provide a basis for planning and developing campus activities to attract the attention of this market. (MSE)
Descriptors: Adult Development, Adult Students, Age Differences, Developmental Stages
Kimura, Doreen – Civic Arts Review, 1994
The trend toward a "politically correct" college curriculum and instructional materials is criticized as contradicting the principle of academic freedom, an essential principle of higher education. It is argued that appropriate exposure to controversial ideas is a crucial element in the student's intellectual development and the creation…
Descriptors: Academic Freedom, College Curriculum, College Role, Controversial Issues (Course Content)

Ebbeck, Marjory – Early Child Development and Care, 1995
Discusses the implementation of the U.N. Convention on the Rights of the Child, including progress made since 1989, and aims of early childhood education under the convention's mission and ideals. Proposes that the convention should be enacted in domestic law and become a reality in day-to-day teaching, thus ensuring that the philosophy of the…
Descriptors: Child Health, Child Safety, Childrens Rights, Communication (Thought Transfer)
Trawick-Smith, Jeffrey – Dimensions, 1992
Reviews the research concerning how the classroom environment--classroom ambiance, privacy, density and crowding, and arrangement of play and learning centers--can influence young children's play and social, emotional, and intellectual development. (BB)
Descriptors: Class Size, Classroom Design, Classroom Environment, Early Childhood Education
Understandings and Misunderstandings of Eight Graders of Five Chemistry Concepts Found in Textbooks.

Abraham, Michael R.; And Others – Journal of Research in Science Teaching, 1992
Reports on misconceptions held by intermediate grade students concerning chemistry textbook concepts, on the relation of reasoning ability to those misconceptions, and on the extent that textbooks encourage misconceptions. Concludes that the level of understanding displayed for the selected concepts, in combination with the nature of students'…
Descriptors: Chemistry, Cognitive Ability, Cognitive Development, Cognitive Measurement