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)

What do you do with 100 or more children who would rather be in a warm art room than outside on the cold playground for 45 minutes at noon? The solution, games: to arouse interest, to teach basic art principles, and to reinforce art concepts. (Author/RK)

Examines how young children learn and develop and some generalizations about teaching them in order to relate these factors toward planning music experiences. (Author/RK)

A study of sixty third-grade students at Henry Barnard School, Providence, Rhode Island, concluded that an elementary industrial arts program contributes to the career awareness of such students but that mental ability has a greater influence than instructional strategy. (MF)

Author remembers some of his first classroom and playground experiences at his new infant school. (Editor/RK)

Discusses the development and application of a model of cooperation-competition in an undergraduate college class as well as its theoretical framework and programmatic implications. (Author/RK)