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Peer reviewedSwisher, John D. – Journal of School Health, 1976
An approach to health education placing individual emotional development at the core of the curriculum is presented in the belief that mental health is the key to successfully transmitting good health attitudes. (MB)
Descriptors: Affective Objectives, Behavior Development, Curriculum Development, Daily Living Skills
Peer reviewedBiberstine, Richard D. – Contemporary Education, 1977
The challenge to reading instructors is to develop in their pupils not only good reading skills, but also the means to understand their own feelings and emotions through reading, and to build positive feelings and emotions related to the process and products of reading. (MB)
Descriptors: Affective Objectives, Classroom Environment, Learning Motivation, Parent Student Relationship
Wilczinska, Veronica – Francais dans le Monde, 1987
An approach to teaching grammar concepts treats conceptualization as a process of sensitization, consisting of three stages: motivating the student to learn the concept, presenting the operating concept and the grammatical category in question, and consolidating and enriching the concept in the student's mind. (MSE)
Descriptors: Affective Objectives, Classification, Classroom Techniques, Cognitive Processes
Peer reviewedTunnell, Michael O.; And Others – Reading Improvement, 1988
Reports on a study to develop and test a short form reading attitude survey which could be readily used by classroom teachers. Results showed that most students hold favorable attitudes toward reading, and that the survey is reliable, quick, and simple to use. (RAE)
Descriptors: Affective Objectives, Cognitive Ability, Elementary Education, Grade 2
Peer reviewedSchumann, John H. – Journal of Multilingual and Multicultural Development, 1986
Presents a model of second language acquisition based on the social-psychology of acculturation, including factors in social, affective, personality, cognitive, biological, aptitude, personal, input, and instructional areas. Studies which test this model are reviewed and evaluated. (Author/CB)
Descriptors: Acculturation, Affective Objectives, Cognitive Style, Language Aptitude
Peer reviewedChapline, Elaine B.; Turkel, Susan – Journal of Computers in Mathematics and Science Teaching, 1986
Reports effects of computer literacy program on pre-service elementary education teachers. Instructional strategies considered are: (1) try it and see, (2) peer pairing, and (3) errors as useful information. Sample (N=73) and comparison group (N=59) were assessed using the Minnesota Computer Literacy and Awareness Assessment. Data indicate course…
Descriptors: Affective Objectives, Computer Literacy, Computers, Elementary School Teachers
Peer reviewedBarrow, Robin – Oxford Review of Education, 1984
To help students make sense of reality and perhaps improve it, schools must provide a liberal arts-oriented curriculum which builds up a subtle conceptual repertoire with regards to human relationships, the nature and purpose of society, life, and death. (RM)
Descriptors: Affective Objectives, Comparative Education, Educational Needs, Educational Objectives
Peer reviewedSmith, Ralph A. – Studies in Art Education, 1984
A unit of study, designed for a general humanities course at the community college level, illustrates the relevance of aesthetics, art history, and art criticism to art education. The unit is predicated on the belief that the visual arts possess potential for contributing to humanistic education. (Author/RM)
Descriptors: Aesthetic Education, Affective Objectives, Art Education, Art History
Peer reviewedSanders, Stanley G.; Wren, Jean P. – Elementary School Journal, 1976
A review of the studies on the open space classroom indicate that this educational approach is more effective than the self contained classroom. The studies are discussed in terms of academic achievement, teaching techniques, affective factors, and teacher attitudes and characteristics. (MS)
Descriptors: Academic Achievement, Affective Objectives, Elementary Education, Evaluation Methods
Cheatham, Richard; Jordan, William – Improving College and University Teaching, 1976
A study concerned with attitudes and achievement in a speech communication course is reported. Of three methods of instruction, the small class-individual instructor technique prompted more favorable student attitudes than did the 40- or 80-student lecture treatments. (Editor/LBH)
Descriptors: Academic Achievement, Affective Objectives, Class Size, Cognitive Objectives
Peer reviewedSchwartz, Henrietta – Administrator's Notebook, 1973
Assuming schools have the responsibility to provide an atmosphere in which students may develop desirable attitudes, extracurricular task experiences may be means to an end. This proposition is investigated by study of effects of play production task experiences on student attitudes. (Author/JN)
Descriptors: Affective Objectives, Attitude Change, Educational Environment, Educational Research
Peer reviewedHantula, James – Social Studies, 1971
Basic understandings of the realities of the world with regard to poverty, race, beliefs, economics, are necessary for any student to develop humanistic attitudes toward the earth's inhabitants. Attitudes surveys clarify the students' misconceptions prior to any non-Western studies. (JMB)
Descriptors: Affective Objectives, Attitude Measures, Behavioral Objectives, Cross Cultural Studies
Peer reviewedJames, Helen J.; Lorenz, Estelle – Florida Reading Quarterly, 1971
Descriptors: Affective Objectives, Behavioral Objectives, Cognitive Objectives, Evaluation Criteria
Moskowitz, Gertrude – TESL Talk, 1980
Research recommends focusing on the positive aspects of low-risk humanistic concerns for classroom language teaching activities. Through sharing personal experiences and feelings students' ethnic identity will be strengthened and intergroup awareness and appreciation promoted. (PMJ)
Descriptors: Affective Objectives, Class Activities, Elementary Secondary Education, Emotional Development
Peer reviewedSchibeci, R. A. – Journal of Research in Science Teaching, 1981
Investigated science teachers' (N=149) perceptions of the curriculum objectives they were expected to implement on a daily basis and whether they regarded cognitive objectives as more important than attitude objectives. Results indicate that science teachers do regard cognitive objectives as more important than affective objectives. (Author/DS)
Descriptors: Affective Objectives, Behavioral Objectives, Cognitive Objectives, Interviews


