This is a session-by-session lesson chart of component one of the Instructional Staff Development (ISD) program. The general purposes of this component are listed as follows: a) to provide participants with proper expectations concerning the purpose of the program, b) to promote a group feeling of familiarity among participants, c) to encourage…

This is the trainer's manual for the last component of the Instructional Staff Development (ISD) program. For this last component it is reported that the focus is on student-directed instruction. (In the first five components, focus was on teacher, then self, then pupil-directed instruction.) The predominant emphasis is practice sessions, which…

This annual report provides an overview of the major activities of the Mid-Continent Regional Educational Laboratory (McREL) for the fiscal year ending November 30, 1971. Three major areas of concentration are a) systems for training education personnel, b) in-service staff training, and c) inquiry oriented instructional systems. Systems for…

Provides examples of case studies on journalism law and ethics, handled in the Socratic questioning method, showing how this approach helps students to realize what legal and ethical implications they may encounter as reporters and editors. (RL)

Critical thinking can best be taught using higher cognitive questioning which includes the process of analysis, synthesis and evaluation. The learner is required to use knowledge in a problem solving manner. Thus, higher cognitive questioning should be used as a tool for developing critical thinking--a vital intellectual operation. (Author/NQ)

Presents a position strongly advocating inquiry training in science for students at all levels, but particularly at the elementary level. (SL)

Several of the most common approaches to the preparation of more reflective teachers during pre-service teacher education are described. Specific strategies include: action research, ethnographic studies, writing exercises, and the Ohio State reflective teaching exercises. Empirical evidence concerning inquiry-oriented strategies is also…

Maintains that students can be taught antiprejudicial thinking by infusing their school experience with critical thinking about knowledge and life. Lists ten attitudes considered essential to the development of critical thinking and reviews classroom characteristics which support prejudice reduction. (JDH)

This article provides directions for teaching intermediate grade level children about the history which can be learned by studying old cemeteries. A sample handout for student data collection is included. (JDH)

Delineates three prevailing positions in social education theory: (1) traditional (positivist), (2) liberal/neoliberal, and (3) radical. Argues that the analysis of these positions provides a more powerful understanding of such issues as indoctrination and student selection of social problems to be studied. (JDH)

This statement, prepared by the Academy of Humanism and endorsed by 16 Humanist Laureates, decries the assault on secular humanism in the schools by conservative religionists and biblical fundamentalists. (MT)

Penetrates educational rallying symbols and technological paradigms to celebrate Donald Schon's reflection-in-action approach to teaching. Advances an alternative, nonpartisan vision of American Education that fulfills promises, opens spaces for inquiry and dialog, and overcomes a spreading passivity. Affirms freedom, imagination, passion, and the…

How content analysis schemes which focus on inquiry can be used by science teachers in the selection of science textbooks is discussed. The meanings of the concept inquiry are clarified, and why inquiry should be a major concern of science educators is explained. (RM)

Reports research findings on the relationship between play and science as complementary aspects of problem solving. The playful approach and the science approach are compared along with skills and attitudes necessary for solving scientific problems. Research findings and suggested actions on play in the classroom are summarized. (BC)

Argues that practical curriculum inquiry offers a research perspective that more fully embraces the democratic and personal than does research as usually conceived. (MLF)