This pilot study was designed to appraise the effectiveness of two methods for facilitating learning in the affective domain in an elementary school setting. The two methods evaluated were: (1) teacher reinforcement of verbalization of feelings; and (2) feelings classes. Pre- and post-treatment measures on the two groups of randomly assigned third…

The general procedures used to develop educational objectives for the National Assessment of Educational Progress are outlined, as are the procedures used to develop science objectives. Four primary objectives of science education are stated: "Know fundamental facts and principles of science"; "possess the abilities and skills…

The report takes a look at teacher training in affective education. It defines vague concepts such as affective education and interpersonal skills, develops a rationale for needed changes in the school system, and outlines specific strategies in teacher training as one way to begin to bring about change. The manual was developed in response to…

First, the author discusses a major issue, that of school size within the context of the existing theory of scalar economies. He describes expenditures per student for the school as a function of the quality of educational services provided by the school and the number of students in the school. He reviews some studies that considered the impact…

This preservice and in-service training model for science teachers is based on the perceptual and behavioral changes experienced by first-year science teachers. The objective of this model is to develop science teachers with strong scientific backgrounds who can relate course content and affective understanding to students. The model is divided…

An organizational structure which permits the identification of the variables affecting an educational program is presented. It is designed to solve the problem of clearly and systematically developing and writing behavioral objectives which can be evaluated with validity and reliability. Three types of variables--behavioral, instructional, and…

This report, written by a task force of specialists in elementary art education, focuses on potentials and problems confronting art educators as they identify their roles and directions in elementary schools. Emphasis is upon involvement on the part of teachers, administrators, and community cultural resources in developing an effective art…

General concerns and considerations regarding measurement in affective education, primarily, measurement to support the student in his learning program and the teacher as a facilitator of learning, are explored. The following topics are discussed: (1) Accountability (of the schools for achievement of affective goals of education), (2) Purpose of…

The affective domain in education, with particular reference to goals and objectives, is described. Following a brief discussion of the affective, cognitive, and psychomotor domains, the report focuses on non-cognitive goals and objectives. The report proper contains four sections: (1) an overview of general goals and objectives found in the…

A model for expansion of educational objectives beyond the usual narrow focus on low-level cognitive abilities and the transmission of facts is suggested. A brief definition of the three domains--psychomotor (doing), cognitive (thinking), and affective (feeling)--is given, and it is pointed out that affect (Feelings) is present with either…

The Individually Prescribed Instruction (IPI) program provides instruction based on specific objectives correlated with placement instruments, teaching methods, and individualized materials for wide ranges of differences in the classroom. The program was implemented in the five elementary schools of Lowndes County, Georgia, in 1970-72. This study…

The Teacher Educational Experiences Program (TEE) from St. Francis College, Fort Wayne, Indiana was a 1973 Distinguished Achievement Award entry. The program was based on the concept that prospective teachers should be provided with extensive opportunities to work and observe in formal and informal educational settings early in their academic…

Advantages and disadvantages to writing behavioral objectives, especially for teachers of language arts, are discussed. The three commonly accepted domains of learnings--cognitive, affective, and psychomotor--are presented in relation to verbs used to indicate learning in those domains. Steps in identifying evidences of learning are: (1) State…

Based on recognition of the apparent inadequacy of didactic methods in drug abuse education, a staff development model was planned and implemented which sought to bring about the personal involvement of teachers and students. The program involves in-service training, curriculum development and affective education. Evaluation suggests program goals…

Broken down into components of: affective domain - Indian values; cognitive domain - Indian knowledges; cognitive domain - non-Indian knowledges; and vocational goals - non-Indian skills; bicognitive education seeks to help the American Indian child think and react effectively within two worlds. (JC)