Search

Presents information on a study conducted by the author that investigated the effectiveness of programmed learning technique in teaching the principles of economics in Virginia. Details on student reaction on the teaching technique; Benefits of the programmed learning method; Design of the programmed learning method.

The article presents the issues and topics discussed in "Quest." It states that the spirit of the periodical will not be changed or modified from that of the last four issues. The focus of the periodical remains the same. It provides a creative literary journal for the members of the profession of teaching and education. It will continue to give topics of philosophical and scientific interest. It mentions that the next issue will be more on the topic about heritage. The periodical is accepting papers which discuss the evolution of ideas of physical education rather than with the chronology of events.

The article presents a paper on the significance of socialization constructs to the teaching methods of teachers. Studying the way how teachers teach seems to be socialization theory. The importance of the socialization construct is that it centers on processes which acts as a go-between the individual's personality and the role expectations of the institution. Conflict and bargaining are the two general patterns of interaction that have been delineated. The four processes of socialization are anticipatory socialization, reference groups, the training period, and the world of work.

The article discusses some basic concepts related to skill acquisition with practical applications to teaching. The first part of the paper which is organized into three sections identifies the motor patterns to which this working model of skill acquisition is pertaining. The second section presents the nature of skill acquisition and in the last section, application is made to teaching strategies. During early stages of skill acquisition, some aspects of teacher behavior, such as the added complexity of structuring open skill environments are affected by the type of movement involved. However, during stage two, the type of movement to be learned determines the nature of teacher behavior. Therefore, the analysis of the nature of the skill to be learned is required for the effective teaching.

This paper reports a D.S.I.R. experiment in the application of programmed instruction to craft apprentice training.
An instructor at an apprentice school was trained to convert parts of the normal syllabus into auto-instructional programmes, such programmes being progressively reshaped in the light of the success of the programmes as a teaching device. It was found that, in addition to providing a teaching method fitted to the apprentice's needs, the system (when in operation for the ninety-day pre-apprenticeship period) also allowed an instructor to give much more time to personal tuition of individual apprentices. This proved a dual aid to pre-apprenticeship training and, in some cases, shortened the teaching time required, thus permitting extended production experiences under controlled workshop conditions before transference to the main works. [ABSTRACT FROM AUTHOR]

The article discusses the importance of analysis of motor skills in physical education. Analysis of motor skills are of much importance for a physical educator, because skilled interception is very often involved in physical activity and sport. Interception behavior is described on the basis of coincidence-anticipation. Judgments and acquisitions by a performer occur in the coincidence-anticipation situation. For accurate performance, a participant should ensure that his expectancy is correct. Motor skills need to be studied and analyzed from different angles for formulating teaching strategies in physical education.

The article presents information on a paper explaining the theoretical model of skill acquisition with application to teaching which was presented by A. M. Gentile so as to suggest the appropriate information feedback that should be provided by the teacher for skills performed in either open or closed environments. The teacher can provide the student with information regarding either his movement or his goal-attainment for both open and closed skills. This investigation provides a potential direction for video-tape research involving open skills.

The article recalls the previous conference meetings related to the body-of-knowledge project in physical education. It includes the 1964 Western Conference Meetings, which tackles common problems, evaluate trends, and compare methodologies for furthering the advancement of physical education in all its aspects within the Western Conference. It also includes the 1965 Western Conference Meetings and the 1966 Western Conference Meetings. It also discusses the present status and future plans of the Big Ten Meetings in Chicago.

This paper describes an introductory course in discrete structures for the undergraduate computer science student which has evolved at the University of Saskatchewan, Saskatoon. The philosophy of such a course and certain problems encountered in preparing and teaching it are discussed. [ABSTRACT FROM AUTHOR]

In educational and psychological applications as well as in other applications, it may be necessary to make certain comparisons of two regression lines when the variances are unequal. Such problems arise, for example, in studies comparing two alternative curriculums or two different teaching methods. By generalizing an idea which Scheffe used to obtain a test for the Behrens-Fisher problem, this paper develops some tests for comparing two regression lines when the two sets of error terms are normally distributed but with two different variances. Scheffe's test itself is a randomized test, but in this paper we present both randomized and non-randomized tests. Both simple and multiple regression are considered, but the simple regression tests are computationally easier than the multiple regression tests. The basic test statistic which is used is the ordinary t-statistic. Essentially two types of problems are dealt with: (A) determining whether the two regression lines are identical when they are known to be parallel; and (B) determining whether the two regression lines are parallel. Confidence bounds as well as tests of hypotheses are available. For Problem A, a minimax estimator of the distance between the two lines is obtained. In addition to the Scheffe-type tests, we also consider some tests based on an approach of Welch and Hajek. A numerical example is presented. [ABSTRACT FROM AUTHOR]

This paper focuses upon two university voluntary organizations engaged in tutoring lower-class Negro youngsters with the hope of increasing their intellectual capabilities and eventual achievements. The long-term goal of both groups was to boost the Negro into better educational tracks in school and eventually to better his social conditions within the community. This was to be accomplished by spending time with students after regular school hours helping them with the courses in which their performance had been considered poor. How much time a tutor spent with his tutee was determined by the particular individuals involved, for no stringent rules governed the didactic nature of the programs. [ABSTRACT FROM AUTHOR]

The article features a teacher's view on educational planning. He explores certain aspects of educational planning by using his experience and reading of the visiting Fellowship to the International Institute for Educational Planning, UNESCO, in combination with nine years of teaching and professional interests. He argues that the realistic siting of educational planning in the system as it exists, including all its environmental constraints of administrative, economic, manpower, political and technical varieties, implies a change of bias in such planning.

This article reports on one part of a larger study of the academic labor market being undertaken in the Higher Education Research Unit at the London School of Economics. A more comprehensive treatment of its contents is given in a mimeographed paper available on request to the author. He is grateful to Gavin Osmond for data collection and computational assistance; to Mark Blaug, Harry Johnson and Ray Richardson for helpful discussions; and to the National Board for Prices and Incomes for sponsorship of the whole project.
The aim of this paper is to hint at the place of British University teachers in the professional wage structure. More specifically, present discounted values of lifetime earnings are calculated for university teaching and for a number of occupations (so-called 'similar' occupations) which university teachers might enter as alternatives to their chosen profession. This has great relevance to the problem of occupational choice and the efficiency of the labor market. The word occupation is defined here by the sector in which the individual works and not by the training he has received. Thus a University Chemist and an Industrial Chemist are defined as separate occupations, although they may be doing very similar work. Similarly a Social Scientist working in the Civil Service is classified separately from a University Social Scientist. It is precisely because we wish to determine how the university teacher with a given training would fare in a different sector (e.g. government or industry) using his same human capital stock that the occupations are so defined. [ABSTRACT FROM AUTHOR]

The article presents information on a study that examined the impact of in-service institutes on students of teachers with in-service training. Over the past twenty-five years the economic education movement has provided in-service instruction of one kind or another to over 60,000 elementary and secondary school teachers. Many educators underwrite the assertion that in-service courses are important. The sample was composed of 620 observations representing students in grades 7 through 12. Of these, 299 were in the experimental group and 321 in the control group. Within the limits of the present sample and statistical analysis, two findings emerge. First, economics of the kind reflected by the Test of Economic Understanding (TEU) is learned to an extent that is directly proportional to a student's ability, the kind of formal economics instruction he has received, the kinds of media in his environment, his sex, and his age. Secondly, and most importantly for the purpose of this study, students' performances on the TEU improve significantly when their teachers have had in-service training. These findings are obviously restricted to the small group of teachers in central Minnesota who participated. In order to generalize the findings, it will be necessary to undertake a much more comprehensive study of the matter.

Discusses the methods for examining content and cognitive structure in instruction. Impact of the reform in science and mathematics curricula on the learning structure; Explanation on the subject-matter structure represented in instructional materials; Use of a graph structure in representing concepts and interrelations in a subject matter.

The article reports that the Committee administering the Hosiery, Knitwear and Warp Knitting Industries Scholarship Fund offers an opportunity for men and women to train for executive posts in these industries by means of full-time courses of study at the Trent Polytechnic. The course will be completed by either one further of study for the College Diploma in Textiles or for those who have gained the Ordinary National Diploma, a further two years of study for the Higher National Diploma, which exempts from Part II of the Associateship of the Textile Institute.

The article presents a reprint of the article "NAEA Guidelines for Teacher Preparation" which appeared in the previous issue of "Art Education." It offers a means of disseminating the new position of the National Art Education Association (NAEA) in terms of teacher preparation. It also concerns the update of its position papers to keep updated to the changes within the educational condition.

The article presents a paper entitled "Learning Stimulation," the part five in the series on the "Art Education" journal for the disadvantaged child. It aims to further awareness of the effect of an environmental design upon behavior and the effect of behavioral control on the environment. It offers description of the last five years of educational research at the National Training School for Boys in Washington D.C. Finally, it presents recent exploration in the development of a visual program designed to involve young delinquent adults in a reexamination of themselves and their surrounding environments.

Presents measurements relating to the effectiveness of training program in voice communication. Effects of voice training as measured by intelligibility tests; Influence of experience in changing speaking ability; Effectiveness of giving a word intelligibility test to students; Importance of retaining an acquired skill; Advantages of using experimental methods in arriving at course contents and teaching methods.

Examines the article 'Logic and Argumentation' published in the November 1924 issue of the 'Quarterly Journal' regarding the teaching of argumentation. Comments on the use of traditional logic in popular texts on argumentation; Discussion on the need to examine the way students treat analogy and generalization; Analysis of several examples of syllogistic briefs.

This paper examines the traditional stance taken by Monnon Church authorities regarding birth Control. Special attention is given to the theological context used as a justification for pro-natalist benefits. Previous research which treats Mormons as a special sub-group in KAP studies is reviewed. We find that while the stance of Church leaden has been consistent historically, the college-educated Mormon is more accepting of family planning to-day than previously. [ABSTRACT FROM AUTHOR]

The article discusses Nigeria's Universal Free Primary Education Scheme and its problem concerning the supply of teachers. Statistics showing the sudden increase in enrolment in Nigeria since 1946, particularly in the primary schools, are presented. This sudden increase raised administrative and financial problems, one of which is the problem in teacher supply. The categories of teachers embraced by the Nigerian teaching profession in its ranks are discussed. The requirements and qualifications for teacher certifications in order to join the teaching profession at each level are offered.

Provides information on several reference books for language education. 'The Human Use of Human Beings,' by Norbert Wiener; 'The Art of Teaching,' by Gilbert Highet; 'How to Help Your Child in School,' by Mary Frank and Lawrence K.

The article discusses various issues related to the future of holography. It is anticipated that with the advancement in technological knowledge and growing interest in the neurological field of learning, the 21st century holograms will enable pople to understand the total theory of learning. Holography is a method of making three-dimensional photographs without a camera. In this method, a laser beam is split into two beams and recorded on a photographic plate. The author analyzes the hologram not only in technological terms but also in terms of its effectiveness in learning.

The article focuses on the needs in physics in Egypt and discusses ways in which the U.S. aid program could give effective help. There is a great shortage of equipment for instruction and research at the universities and even the Atomic Energy Establishment at En Shass which has adequate equipment and lacks the trained personnel to use it. The relatively prohibitive cost of the U.S. and westem European equipment over that from the Soviet Union and her satellites makes it difficult for the U.S. to help the United Arab Republic remedy her lack of equipment. The Russian bids on specified electronic equipment run from one third to one half of the prices asked by the U.S. and western European firms.

The article discusses problems related to the application of research finding in the teaching practices. Majority of physical educators opined that the gap between research and practice cannot be epitomized. There are various factors which prevent the teacher from using research findings to improve teaching. One of these factors is the constraint created by the availability of time. Another is the belonging of technical and conceptual skills needed for intelligent consumption to the research preparation provided for teachers at both graduate and undergraduate levels. Application of research to practice is prevented by the same factors prohibiting effective communication between teachers and researchers. Further differing views of the function of research, unwillingness on the part of the researcher to engage in applied work, failure of the teacher to carefully identify and effectively communicate his needs and problems and the factor judged to be most important, the lack of any substantial provision for research development and dissemination prevents research application.

The article talks about factors needed in becoming a teacher in the United States. In the teaching profession, one needs to have pre- and post-graduate training, accreditation from the state and professional societies, and supervision by schools. The difference between the formal processes of becoming a teacher, and society's high and varied expectations for modern education presents a unique anachronism in American life. It also presents an unusual weakness in the educational system that people tend to ignore through excuses such as teacher shortages, low salaries, tax problems and disadvantaged students.

The article discusses the role of a teacher's behavior and learning in teaching. Teachers should themselves understand the subject matter to be taught before they teach. A teacher is considered as a facilitator of skill acquisition. In an investigation, teacher's verbal statements were recorded, and the statements were categorized by trained raters. The verbal behavior of the teachers was recorded and transcribed. The biggest difficulty was found in interpreting verbal messages that were vague. It was found that most of the teaching behaviors were directed towards learning. The teachers were also found to guide the students in the formulation of motor plans.

The article presents information on a pilot study which was designed to develop and test a method for externalizing decisions within the motor learning process and also to gain a clear understanding of how a simple motor problem is solved by a learner in an environment in which extrinsic feedback is not available. It was found that if the questions that will elicit responses with the requisite qualities of reliability and intelligibility are devised, then the utility of verbal reports which have been used for investigating the aspects of skill acquisition potentially is great. It also recommends to all the teachers that observing a student practice a motor skill for forty minutes without any kind of intervention is a therapeutic experience.

The article proposes that a research course should be introduced in the undergraduate program of the Physical Education course. Research is a basic part of the education process. The Physical education student who is exposed to research early in his undergraduate course is more likely to keep tab of the developments in his discipline and thus introduce new learnings in the course. In particular, he shall become aware of the problems in physical education and attempt to introduce solutions to solve them.

The article focuses on the traditional model of teaching physical education. The mode of delivery of the message is direct. A model for performance is created by the teacher by telling and showing how movements are to be performed. It is important the teacher effectively engineers the movement of students from one area of the teaching environment to another. The traditional teacher is concerned with neatness and order. The teacher has to carefully manage the students' behavior. Peripheral behaviors that accompany the importance of skill analysis in the teaching act are enumerated. The prospects for change are discussed.

The article reports on the development of a system for observing and recording the teaching process in physical education. A standardized set of procedures for observing events in teaching is required. A perspective from which classroom events in physical education can be described must be selected. Specific boundaries for classroom observations must be determined. Categories of augmented feedback must be developed to provide for reasonable efficiency in recording events in physical education.

The article discusses the Gestalten practice continuum as applied to teaching Physical education subjects. It discusses the unitary game, motor whole and motor part as components of the Gestalten practice continuum. It explores how a particular sports activity can be taught utilizing the motor whole methodology. It relates a particular sports activity to the particular bodily movement under the motor whole and motor parts components. It notes that the multiple whole method is the one frequently used in teaching motor skills.

This article presents a list of books related to education. Some of the books are: "A New Guide to Modern Valency Theory," 2nd. ed., by G.I. Brown; "A Commercial Revolution: English Overseas Trade in the 17th and 18th Centuries," by R. Davis; "Scottish History," by A.A. Duncan; "Out-of-Class Activities and Civic Education," by P.R. Fozzard; "An Introduction to the Child's Conception of Space," by G.E.T. Holloway; "Notes on the Teaching of Empire and Commonwealth History," by G.M.D. Howet; "Edinburgh in Its Golden Age," by W.K. Ritche; and "The Observation and Guidance Period," by Y. Roger.

Describes a method for teaching oral communication. Factors to consider in teaching speech; Information on the adoption of an inductive approach in teaching oral communication; Features of the method.

The article examines the factors for student performance in the introductory economics course. It aims to identify and quantify the factors that account for student performance in the introductory course. In the next phase, the amount of new economic knowledge retained over subsequent years will be examined. Posttest performance of the exam conditions group is significantly better than both pretest performance and the posttest performance of the other two groups. In other words, exam preparation and course instruction appear to be significant factors. A number of determinants of this significant gain can be tentatively isolated; score on the pretest, time spent on economics, sex, faculty or major of the student, class size. While the post-test score for non-exam conditions introductory economics students is significantly higher than the pretest scores, the variance for this group is almost twice as large as that for the other group of economics students. The greater difficulty in identifying learning factors drawn from the standard Lumsden set for this group of students suggests that varying study habits and preparedness may be principal (omitted) explanatory factors.

This article focuses on the early system of teacher training in Great Britain. The first training schools in England were located in the central model school of the British and Foreign School Society, established in Borough Road in 1808. Local teachers would visit the model school for short periods and then return to their own schools to try to apply what they had learnt of the mechanics of teaching children by the monitorial system of education. This rudimentary method of teacher training lasted until the late 1830s. The article also discusses the ideas of the pioneers of teacher education in Great Britain. The main concern is to delineate the varying concepts of teacher training which found expression during the 1830s and 1840s. Here for the first time in modern educational literature one finds various philosophies of education worked out in great detail both in theory and practice.

Presents several models of teaching for large lecture classes in speech courses. Role of the instructor in the linear-one-way process; Construction of messages from information within the communication environment; Information on discussion groups.

The article presents a critique of the U68 report on higher education and education policy in Sweden in 1974. Key issues discussed include an examination of the usefulness of the preponderantly manpower requirements presented by the report, the distribution of education among different age groups and status levels in Sweden and the implications of the proposals for the spatial and administrative reorganization of higher education and for a separation between teaching and research in the country.

The article discusses the six possible groupings that may contribute to conceptualization of life-long education. The type I category is highly structured and rigid educational institutions and programs with a highly perspective content. The type II is highly structured prescriptive educational activities but with long-term goals involving a degree of flexibility in organization and program. The type III is moderately structured educational activities and institutions usually consisting of formal courses and seminars directed toward prescriptive learning goals. The type IV is loosely structured educational services which seek to find and influence people with a fairly prescriptive message and content. The type V is participant-governed groups in which people elect to join in activities with others of similar interests. Lastly, the type VI provides a broad range of informational and educational media from which people select according to their interests.

The article compares the teaching of reading in the three main sectors of the Cape Town population in South Africa. The three distinct groups of children are the European, the Colored and the Bantu. The European children speak two languages, Afrikaans and English. The Colored population has informal learning of the alternative language outside the classroom and little actual teaching of the second language. The method of teaching was structured with different reading groups and a systematic program of studying words and practicing phonic skills. The Bantu schools are involved with basic issues of literacy. The European teachers are worried by a declining interest in and standards of reading of their older pupils. The method of teaching used by the Colored teachers was much less complex.

An interdisciplinary repertoire of twenty-seven creative, peaceful approaches for dealing with international and other conflict is presented-the longest one in print. Educators are urged to diffuse it, and to use it to convince students of the virtual inexhaustibility of peaceful ways of dealing with conflict. The article differentiates curriculum based on the repertoire from other social studies curricula. A study is reported in which four of the creative, peaceful approaches were taught for three weeks to high school seniors typical of "Middle-Americans ." The most interesting result was that a great many of the closed-minded students (in the Rokeach sense) openly accepted the approaches and independently used them in their own lives. Though these students remained categorical thinkers, the number of categories on which they could act was increased. As one student put it, "There are many ways to compromise." Although these students continued to distrust adversaries, the approaches identified ways to find common interests for which an opponent could be trusted to work. The study suggests that it is easier to make closed-minded people more peaceful by teaching them many specific methods for resolving conflict than to try to reverse their closed-mindedness or make them more amicable, because these are stable qualities. [ABSTRACT FROM AUTHOR]

Five theoretical models of values teaching are identified and analyzed in terms of their philosophical tenets. The implications of these models for values teaching in the social studies classroom are discussed for the purpose of helping educators achieve some understanding of the closeness of fit between their own concerns for values teaching and the models discussed herein. Hopefully this would result in a clearer picture of their own personal philosophy of values teaching with reference to the question of having students autonomously authenticate their values vis-a-vis the demands that values be authenticated according to some external standard. The five paradigms represent models of : (1) personal authentication, (2) traditional authentication, (3) social commitment, (4) cultural relativism and (5) democracy (pragmatism). Following a discussion of each of the models some conclusions are drawn concerning the degree of integration that is possible among these apparently exclusive modes of authentication. [ABSTRACT FROM AUTHOR]

Presents the author's views on the importance and methods of teaching environmental economics. Importance of understanding relationship between the physical environment and economics; List of references relevant to understanding environmental economics; Perceptions on the behavior of an economist.

The article presents information about a study that analyzes the effective use of graduate student instructors in teaching the introductory economics course in universities in the U.S. The data used in this study were collected from 2,136 students at the end of Carnegie-Mellon University's required one-semester introductory economics course in eight of the ten semesters from the fall of 1964-65 through the spring of 1969. For all eight terms, information is available on the introductory economics students' sex, major course of study, cumulative grade point average, whether or not they had a separate high school course in economics, their responses to questions on time spent in introductory economics compared to other non-major courses, interest in economics as a subject compared to other non-major subjects, and rating of the economics instructor compared to instructors in other courses at Carnegie, and their introductory economics course grades on a 5-point scale. The evidence in this study indicates that with regard to student performance on nationally standardized tests, even a modicum of work with graduate student instructors may pay off.

Examines difficulties in evaluating the use of televised instruction in the U.S. Utilization of orthodox instruction through television; Importance of redirecting the efforts of graduate assistants from teaching esoteric techniques; Theory of decision-making process of consumers.