What Research Says About Learning.

Autor/in	Fincher, Cameron
Institution	Georgia Univ., Athens. Inst. of Higher Education.
Titel	What Research Says About Learning.
Quelle	(1976), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; Class Size; College Faculty; Educational Objectives; Educational Research; Grading; Higher Education; Learning; Outcomes of Education; Speeches; Student Motivation; Student Participation; Teacher Effectiveness; Teaching Methods; Testing; Workshops + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Klassengröße; Fakultät; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Notengebung; Schulnote; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernen; Lernleistung; Schulerfolg; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Testdurchführung; Testen; Lernwerkstatt; Schulung
Abstract	This speech addresses the basic but widespread weakness of many efforts in the improvement of college instruction which is believed to be the absence of adequate attention to the theoretical and research foundations of learning and teaching. Some of the current research deals directly with the accountability issue (e.g., criterion-referenced tests, behavioral objectives, and the development of specific instructional systems), but studies about how to produce a lasting result are often neglected. The author reviews the general principles of learning and what the research says about them. He focuses on the significance of such factors as: student ability and motivation; specified conditions or practice and instruction; meaningfulness of learning materials and tasks; degree and quality of motivation; active participation of students and their levels of aspiration; concern for process as well as products of learning; class size; order of presentation; effectiveness of group discussion; student anxiety; and testing and grading methods. (LBH)
Anmerkungen	IHE Newsletter, Institute of Higher Education, University of Georgia, Athens, Georgia 30602
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01