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Talyzina, N. F. – Soviet Education, 1978
Studies in Soviet learning theory are reviewed to provide information to educators as they work with didacticians and methodologists to improve the public education system along lines specified by the 25th Party Congress. (DB)
Descriptors: Communism, Comparative Education, Educational Objectives, Educational Philosophy
Peer reviewedKail, Robert V., Jr.; Marshall, Christine Vereb – Journal of Educational Psychology, 1978
Four experiments investigated memory scanning rates of skilled and less skilled readers. In three experiments, reaction times of skilled readers were faster than those of less skilled readers with reading time partialled out (aloud and silent reading). Differences were not significant when the scan component in answering was minimized. (Author/RD)
Descriptors: Elementary Education, Learning Processes, Memory, Reaction Time
Shuman, R. Baird – Illinois Schools Journal, 1978
Classroom teachers should work at altering classroom activity so that it is process-centered, so that it piques the curiosity of the students, and demands both left and right brain involvement. Literature can be used as well as any other art form in stimulating this kind of learning process. (Author/EB)
Descriptors: Creative Development, Creative Teaching, Educational Strategies, Elementary Secondary Education
Peer reviewedBennett, Christine – Educational Leadership, 1979
Differing world views and cultural expectations affect how teachers and students relate to one another. (Author)
Descriptors: Cognitive Style, Cultural Awareness, Cultural Background, Cultural Influences
Gilbaugh, John W. – Thrust for Educational Leadership, 1977
In terms of group averages, growth in achievement by an experimental class was 8.56 (856 percent) greater than the growth generated by the control group in a teaching strategy experiment conducted at San Jose State University. Details of the ORPA (Organization, Research, Presentation, Accountability) Teaching Strategy versus the…
Descriptors: Educational Strategies, Experimental Teaching, Learning Processes, Lecture Method
Peer reviewedKintsch, Walter; Kozminsky, Ely – Journal of Educational Psychology, 1977
College students either read or listened to tape-recorded stories, and immediately wrote a 60- to 80-word summary. A comparison of the readers' and the listeners' summaries revealed only minor differences; listeners included slightly more idiosyncratic detail. The processes underlying listening comprehension and skilled reading were similar.…
Descriptors: College Students, Comparative Analysis, Higher Education, Learning Modalities
Peer reviewedLandry, Rodrigue J. – Canadian Modern Language Review, 1978
Recent research is reviewed demonstrating positive effects of bilingualism on cognitive development, some explanation of this research are given, and an interpretation is offered bearing on the variability of memory codes in bilinguals. Results of a study dealing with memory codes are presented and discussed. (Text is in French.) (AMH)
Descriptors: Bilingual Education, Bilingualism, Cognitive Processes, Language Instruction
Peer reviewedSteffensen, Margaret S. – Journal of Child Language, 1978
A phenomenon called "pragmatic variation" is discussed as a child's individual system of behavior in response to a question the child doesn't understand but realizes that he must verbalize an answer to. (NCR)
Descriptors: Child Language, Comprehension, Intellectual Development, Language Acquisition
Peer reviewedCoker, Pamela L. – Journal of Child Language, 1978
In testing kindergartners and first graders in their comprehension of the words "before" and "after," it was found that when temporal terms are acquired, they are first used as prepositions and then as subordinating conjunctions. (Author/NCR)
Descriptors: Child Language, Comprehension, Intellectual Development, Language Acquisition
Peer reviewedBerndt, Rita Sloan; Caramazza, Alfonso – Journal of Child Language, 1978
Preschool children's comprehension of the adverbial modifiers "very" and "sort of" was experimentally investigated in 64 children. (Author/NCR)
Descriptors: Adverbs, Child Language, Comprehension, Intellectual Development
Peer reviewedWoodward, James C. – Sign Language Studies, 1978
Native signs used as basic kin terms in 20 sign languages from several sign language families are examined. (Author/NCR)
Descriptors: Anthropological Linguistics, Communication (Thought Transfer), Communication Skills, Language Usage
Peer reviewedZimmerman, Barry J.; Jaffe, Arnold – Journal of Educational Psychology, 1977
Six-and eight-year olds were exposed to a modeling sequence for cluster rule learning under high, medium, and low degrees of structure. Age differences in vicarious learning emerged only in the medium structure condition, while immediately imitating a model failed to influence learning for either age group. (Author/CP)
Descriptors: Age Differences, Cognitive Development, Imitation, Incidental Learning
Peer reviewedDuell, Orpha K. – Contemporary Educational Psychology, 1978
High-level behavioral objectives did not produce greater learning than low-level, contrary to previous findings using study questions interspersed through written prose. Overt use of objectives at both levels produced greater learning, supporting the idea that procedures requiring semantic encoding are instructionally superior to those requiring…
Descriptors: Advance Organizers, Behavioral Objectives, Cognitive Objectives, Cognitive Processes
Peer reviewedCooley, William W. – Educational Researcher, 1978
Critical features of sound observational studies fall under three categories: the sampling framework; the theoretical model; and the statistical procedure. If the methodology for explanatory, rather than descriptive, observational studies can be applied within these categories, more consistent, convincing, useful explanations of educational…
Descriptors: Behavioral Science Research, Elementary Education, Learning Processes, Models
Peer reviewedCampbell, Elizabeth M. – Australian Journal of Education, 1978
Theory pertaining to human development suggests that, as students advance through the secondary-school grades, the learning structures should become less restrictive. This research examines the extent to which "structure" within the secondary school environments changes in accordance with growth in students from year 8 to year 12. (Editor/RK)
Descriptors: Educational Environment, Educational Research, Educational Strategies, Illustrations


