Instructional Problems Research Articles

The language of fantasy - a problem in instruction and supervision.

The language of fantasy - a problem in instruction and supervision.

A Selected List of References on Elementary School Arithmetic

With summer school “just around the corner” it would seem advantageous to the elementary-school teacher to have a list of selected references on arithmetic at hand in order to facilitate the study of instructional problems. With this thought in mind a list of books published since 1946, and articles published since 1947, was prepared. Some excellent articles dealing with the frontiers of educational research in arithmetic were not included because the list was compiled to serve teachers interested in suggestions for the improvement of instruction in arithmetic.

Major Instructional Problems in Arithmetic in the Middle Grades

Previous articleNext article No AccessMajor Instructional Problems in Arithmetic in the Middle GradesMaurice L. HartungMaurice L. Hartung Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 50, Number 2Oct., 1949 Article DOIhttps://doi.org/10.1086/459109 Views: 1Total views on this site Citations: 1Citations are reported from Crossref Copyright 1949 The University of ChicagoPDF download Crossref reports the following articles citing this article:Robert L. Burch, Harold E. Moser Chapter IV: The Teaching of Mathematics in Grades I thru VIII, Review of Educational Research 21, no.44 (Jun 2016): 290–304.https://doi.org/10.3102/00346543021004290

Teachers’ Instructional Difficulties–A Review of Research

Teachers are not unwilling to admit, to the proper persons and under favorable circumstances, that they have classroom problems. Investigators have discovered, by one means or another, what teachers regard to be their instructional problems. It has also been found, in several studies, that super visors, principals, and superintendents have certain notions of what teachers' problems are. The present report does not purport to analyze all available studies of teachers' instructional problems. It does cover what is probably a fair sample of such studies as were published during the period, 1927 1941. No attempt has been made to canvass the considerable literature deal ing with the personal, health, mental hygiene, and community problems of teachers. Special attention has been given to reports of research on teachers' problems directly related to the classroom and to teaching. The writer is well aware of the fact that he has artificially delimited the area of research to be covered. No one would deny that teachers' instructional problems have mental hygiene, health, community, and personal implications. However, it was felt that real value might come from an analysis of a limited type of research.

Instructional problems of generalized science in the senior high school

Instructional problems of generalized science in the senior high school

Instruction in Foreign Languages

Author's Summary— For a concise and clear idea of the nature and effect of the Modern Foreign Language Study the writer recommends Monograph 24 of the National Survey of Education, by Helen M. Eddy. The most far‐reaching benefit of the Study has been the adoption of a scientific method for investigation, experimentation, and solution of instructional problems in foreign languages.

The Role of Contemporary Problems in New Social-Studies Programs

Click to increase image sizeClick to decrease image size NotesA problem is defined as a statement (or any other form of expression) recognizing a state of disharmonious adjustment between two or more dependent and interrelated variables. For example, when production of foodstuffs exceeds the consumption, the two variables lack harmony of adjustment and a “surplus food” problem arises. Conversely, a “food shortage” problem may arise.An issue is defined as a debated or controversial point in which the primary consideration involved is a question of the relative desirability of two or more alternatives, each of which may be supported by definite facts as well as by personal opinions.Perhaps the outstanding example of trend projection is to be found in the report of the President’s Research Committee on Social Trends, Recent Social Trends and its supplementary monographs. New York: McGraw-Hill Book Company, 1933, two volumes.John A. Hockett, A Determination of the Major Social Problems of American Life (New York: Teachers College, Columbia University, 1927), vi + 101 pages.Baldwin Lee, Issues in the Social Studies (New York: Teachers College, Columbia University, 1928), viii +191 pages.Irving R. Melbo, Graduating High School Seniors’ Information on Contemporary Social, Political, and Economic Problems and Issues. Unpublished doctoral dissertation, University of California, Berkeley, 1934.A somewhat similar suggestion has been made by A. K. Loomis, “Should Contemporary Life Be Studied in High Schools?”, The Nations Schools, February 1934.Irving R. Melbo, op. cit. One of the major findings of this study was that the correlations between the amount of information on contemporary problems and issues and the amount of social-studies instruction taken indicate an almost complete lack of relationship. The correlations ranged from 26, P.E.r ± .04 to — 13, P.E.r ± .04. In a number of instances the P.E.r equaled or exceeded r. Expressed in other terms, students who had taken ten or more semesters of social-studies instruction during their four years of high school were no more likely to have information on contemporary problems and issues than those students who had taken only one or two semesters.Ros s L. Finney, A Sociological Philosophy of Education (New York: The Macmillan Company, 1928), p. 40.A brief discussion of some of the instructional problems involved can be found in: Irving R. Melbo, “Teaching and Studying Contemporary Problems and Issues,” California Journal of Secondary Education, January 1935, pp. 97–100.

Scientific Investigation of Instructional Problems

Scientific Investigation of Instructional Problems

University of Chicago Survey: Instructional Problems in the University

University of Chicago Survey: Instructional Problems in the University

EFFECT OF VARIOUS METHODS OF STORAGE ON THE CHLOROPHYLL CONTENT OF LEAVES

Problems involving the quantitative determination of the chlorophyll content of leaves have been carried out chiefly with plants grown in a greenhouse or in the immediate vicinity of a laboratory. This allows the extraction of the chloroplast pigments within a few minutes after the samples are secured and, as the chlorophyll content of the leaves is practically unaltered, the results may be taken to represent the conditions existing in the living tissue. A recent investigation by Deuber (1) shows a wide variation in the chlorophyll content of the leaves of different species, of trees. The chlorophyll determinations were all made from fresh leaves, gathered from trees growing near the laboratory. It would be desirable to have similar information regarding the leaves of trees growing in other localities where environmental conditions are different. The investigation of Sprague and Shive (9) on the relations between chloroplast pigments and the dry weights of tops in dent corn and the work of Guthrie (3) on the effect of environmental conditions on the chloroplast pigments suggest interesting and instructive problems that might be carried out with plants growing in widely separated habitats. In such cases the extraction and determination of the pigments must be made from stored or preserved leaves. As the question of storage of green tissues for later determination of chloroplast pigments has received only slight attention, it is the purpose of the present investigation to determine the effect of various methods of storage on the chlorophyll content of leaves. Procedure

Discussions: Relating to an Instructive Problem in Attraction

Discussions: Relating to an Instructive Problem in Attraction

I. Relating to an Instructive Problem in Attraction

I. Relating to an Instructive Problem in Attraction

An Introduction to Ethics for Training Colleges

MORALITY of some sort, from the most ideal to the mere “reach-me-down” variety, has been indirectly taught in schools ever since schools became an institution. But, like the morality which is taught by all experience, to the primitive as well as to the civilised member of society, such instruction is founded in group-morality, which varies with climate, epoch, and other phases of environment. The various systems of theological morality are not to be excluded from the genus of group. When an attempt is made towards absolutism, whether by the a priori or the comparative method, we have ethical “science,” the “moral philosophy” of European mental tradition. Ethics is actually a subject in French schools, a fact probably due to the logical bias of the French intellect. There is also a tendency now towards a moral entente between the different interests and racial features of the world. Mr. G. A. Johnston's very complete little volume, designed for those who will teach in elementary schools, aims very sensibly at a psychological answer to the instructional problem as it is presented to-day. Every moral influence of our civilisation is evaluated into simple terms by means of proved psychological conclusions. An Introduction to Ethics for Training Colleges. By G. A. Johnston. Pp. x + 254. (London: Macmillan and Co., Ltd., 1915.) Price 3s. net.

Velocity of Propagation of Electrostatic Force

As we may have to wait some time for the experimental solution of Lord Kelvin's very instructive and suggestive problem concerning two pairs of spheres charged with electricity (see NATURE of February 6, p. 316), it may be interesting to see what the solution would be from the standpoint of existing electrical theories.