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The article discusses modified programming for elementary science. Programmed learning in the area of science instruction is not a new idea. Like most other areas, however, science programmed learning in general covers only the acquisition of facts and leaves the applicaiton of facts to the classroom teacher. The use of facts then comes after the programmed experience is completed. Also, programmed learning generally neglects a major goal of good science instruction. However, if some modification in the structure of a programmed experience were made, facts could be acquired in the spirit of investigation, which, in turn could foster the appropriate attitudes, interests and appreciations.

Discusses the relationship between learning laboratory and classroom. Distinction between theory of learning and theory of instruction; Characteristics of a prescriptive theory for the optimization of learning; Aspects of the processes of instruction; Requirements for a strong theory of instruction.

One of the most popular laws of learning is that the learner's active participation is essential. This is reflected in the growing tendency in education to downgrade the lecture method, the formal discourse in favor of some type of discussion method. In accounting classes, the discussion method usually entails the use of problems or cases as the principal materials for engendering student participation. Although most accounting teachers will maintain that they basically use the discussion method, day-to-day classroom pressures tend to dull its application. Fortunately, the teacher usually knows a great deal more about the subject matter than the student. To sum up, perhaps one should conceive of participation as being of the mind rather than of the mouth. It is somewhat like enjoying a joke. Some people will laugh uproariously at almost any story that is remotely funny. It is recognized that the brilliant, enthusiastic teacher achieves his objectives regardless of the teaching method he uses. On the other hand, the mediocre, uninspired teacher finds that no teaching method can make up for his deficiencies. Still, it seems obvious that periodic, open-minded appraisals of the potential of various teaching methods are very likely to enhance teaching skills. If nothing else, they serve as examinations of conscience.

This article discusses the contributions of sociology to the study of the classroom. Sociologists point to structural factors in the organization of teaching, producing so much variability in how teachers carry out instructional activities. Participation rates of students in typical classrooms suggest that a tutorial model of teacher-student interaction will prove quite inadequate to explain student learning. Studies of the effect of classroom status systems on the teacher and on student learning point to the necessity for conventionalizing any statements concerning teacher effectiveness. Another contribution of sociologist to classroom learning deals with the teacher's role as a bureaucratic figure in the school.

This article identifies the effect of the teacher's knowledge on pupil learning and retention in the U.S. Studies related to teaching, instructional materials, and administrative procedures. Presentation of material to maximize pupil learning and retention. It has also aimed at identifying kinds of difficulties affecting the learning of shorthand dictation materials. Research dealing with method variables involved classroom organization, presentation procedures and methods of evaluation and grading.

The article discusses the implementation of the scientific method in the elementary school. The teacher can initiate problems, investigate with the students, direct the activities during investigation, but cannot tell his students the answers or solutions to major or minor problems. From the review of the simple, introductory problem solving experiences described, it can be seen that true scientific problem solving can be accomplished in an elementary classroom situation without great difficulty. This is a type of activity that is imperative for elementary youngsters to experience.

The article presents ideas for teachers, administrators and curriculum specialists in extending concepts and materials for the gifted child in science through the classroom or in-service level. Capsule reviews of selected references are included. Integrated skills and content were gathered from various parts of the United States to expand educational boundaries in Science. The emphasis has been placed on learning how to learn. The basic premise is that increasing the capacity for consistent self-direction will serve to realize the ultimate potential of the gifted child in science.

This article focuses on the importance of teacher training programs in the U.S. Nearly all the teacher training courses are continually omitting what is obviously the most important aspect which determines the success of a teacher. The new teacher is left to discover it for himself and most of the time he fails to do so. The concerns for removing and replacing various courses from the curricula of public schools ignores the utilization of the understanding of the nature of personal meanings and human behavior in the classroom. Many studies have been conducted in the areas of curriculum, content, methods, most of which have concluded that students learn better from, teachers who are friendly and sympathetic towards their students. But the training of teachers to be sympathetic and friendly is not adequate. It is evident that every effective learning situation between student and teacher is reciprocal, and in order to help the student learn the teacher himself must discover the reference points from which the student starts.

The article discusses the effectiveness of appropriate taxonomy in analyzing classroom behavior. The benefits that can be derived from the approach include; the improvement of communication within and between researchers, teachers and educational psychologists, an aid in the development of a theory of classroom learning and, a basis for improved integration of research efforts. There are various ways that a body of classified terms can be produced. A classification system should have utility, which should be found in functional relations that could be established between classes and subclasses so that prediction and control could develop progressively.

The article explores the role of schools in developing a child's science interests. Educators have a role in developing the initial interest of children towards science. The teacher who is stimulating in the area of science will see to it that children have a chance to explore several aspects of their environment during the year. A teacher is responsible for providing adequate materials for the use of children. The school must not overlooked the provision for exploring interests within the classroom. The teacher is also responsible for attaching sufficient importance to science experiences to provide an opportunity for their evaluation.

This article presents a case study of an effeminate boy in an elementary school. Rather than counseling the boy directly, the counselor consulted the child's teachers regarding strategies for change. Following experimental procedures, significant changes were recorded in behavior and attitude as measured by fire- and post-experimental measures: playground behavior, lunch room behavior, physical education activities, class sociogram, and a Semantic Differential. The case demonstrates how deviant children, such as this effeminate boy, can be aided through consultation with teachers and through learning experiences within the regular school program. [ABSTRACT FROM AUTHOR]

The article discusses a study about the hidden agenda theory of learning in schools. The study considers the assumption that the school may affect pupils in certain ways like teaching content and skills and engender attitudes toward the school among others. Multiple assessment procedures were used with a number of pupils as a measurement for the investigation. Results show that students at small private school had the highest scores on the intrinsic pole of the factor. Suburban pupils manifested the strongest values for learning.

The article examines how can direct contact in the classroom with children and teachers become so compelling that instruction in education will become problem-solving. Students acquired knowledge in a richer and more vital sense because practice and theory took on personal meaning in the learning sequence of classroom participation. Through practice, students acquired a sound base for further development of skills towards a slow advancement of professional competence of a well-integrated classroom teacher.

The article discusses the implications of a classroom towards learning in children with mental disabilities in the U.S. A room affects mentally disabled children on two ways, either it contributes to the difficulties which a class of disturbed children already have, or it facilitates their growth in living and learning together. The best assurance that the physical setting will be used constructively is to determine the sensitivity of children to the implications and effects of specific aspects of the physical setting.

Perceptions of the school learning environment of 2677 fifth grade boys and girls at two levels of socioeconomic status (SES) in 40 schools were regressed (with school sub-group means as the units of analysis) on three independent variables: the number of fifth graders in the school, the percentage of girls of the total number, and the composite SES level. Multiple, multivariate regression of within-school contrasts of sex and SES groups on four environment scales revealed differential effects of composite SES on the perception of Competitiveness by children of the two SES levels and of Difficulty for boys and girls; higher percentages of girls were associated with increased satisfaction in the boys of lower SES. [ABSTRACT FROM AUTHOR]