Do Yearbooks Belong in the Instructional Program?

1961 ◽  
Vol 50 (3) ◽  
pp. 199
Author(s):  
Edward J. Neumeier
Keyword(s):  
Instructional Program

Social and Affective Development of Children: A Programmatic Perspective

1983 ◽  
Vol 49 (4) ◽  
pp. 339-346 ◽  
Author(s):  
Maurice J. Elias ◽  
Charles A. Maher
Keyword(s):  
Public Schools ◽  
Social Cognitive ◽  
Public Law ◽  
Instructional Program ◽  
Affective Development ◽  
Instructional Format ◽  
Cognitive Problem ◽  
The Social ◽  
State Of Affairs ◽  
Affective Domains

The development of handicapped and nonhandicapped children in the social and affective domains is considered as a potentially important, yet presently neglected aspect of Public Law 94–142. Given this current perceived state of affairs, the social-cognitive problem-solving approach is presented as a necessary and viable means for ensuring social and affective development of all children in public schools. Within this context, the utilization of a television-based instructional format to facilitate children's social and affective development is described, and application of that approach is illustrated by an actual example of a television-based instructional program.

Effects of Instruction in Methodological Reasoning on Information Evaluation

2002 ◽  
Vol 29 (1) ◽  
pp. 5-10 ◽  
Author(s):  
Barry Leshowitz ◽  
Kristen Eignor DiCerbo ◽  
Morris A. Okun
Keyword(s):  
Scientific Method ◽  
Causal Reasoning ◽  
Comparison Group ◽  
Daily Life ◽  
Instructional Program ◽  
Classroom Setting ◽  
Instructional Programs ◽  
Persuasive Communications ◽  
Attitude Polarization ◽  
Interactive Classroom

In this article we describe an instructional program that focuses on applying causal reasoning and related principles of the scientific method to problems faced in daily life. In a highly interactive classroom setting, the instructor gives students repeated opportunities to apply methodological reasoning to real-world scenarios for the purpose of making informed decisions. In addition to describing the program, we report the findings of a capstone exercise that examined changes in students' beliefs toward legalization of marijuana after reading persuasive communications. Students who experienced the instructional program exhibited less bias in evaluating information and less attitude polarization than students in a comparison group. We discuss the implications of these findings for developing and evaluating instructional programs in methodological reasoning in psychology.

scholarly journals Engelond: A Model for Faculty-Librarian Collaboration in the Information Age

2017 ◽  
Vol 19 (1) ◽  
pp. 34-41 ◽  
Author(s):  
Scottt Walter
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Academic Library ◽  
Instructional Program ◽  
Academic Librarians ◽  
Pilot Program ◽  
Medieval Studies ◽  
Academic Curriculum ◽  
Information Literacy Instruction ◽  
Further Development

The question of how best to incorporate information literacy instruction into the academic curriculum has long been a leading concern of academic librarians. In recent years, this issue has grown beyond the boundaries of professional ibrarianship and has become a general concern regularly addresssed by classroom faculty, educational administrators, and even regional accrediting organizations and state legislatures. This essay reports on the success of a pilot program in course-integrationi nformation literacy instruction in the field of medieval studies. The author's experience with the "Engelond" project provides a model for the ways in which information literacy instruction can be effectively integrated into the academic curriculum, and for the ways in which a successful pilot program can both lead the way for further development of the general instructional program in an academic library, and serve as a springboard for future collaborative projects between classroom faculty and academic librarians.

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