Educational Psychology: A Cognitive View |
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Spaulding (1963) found that punitive teachers, emphasizing shame as a
technique of control, tend to inhibit pupil ... This approach permits pupils to do as
they please, emphasizes freedom from restraint and discipline as an end in itself,
strives ...
Spaulding (1963) found that punitive teachers, emphasizing shame as a
technique of control, tend to inhibit pupil ... This approach permits pupils to do as
they please, emphasizes freedom from restraint and discipline as an end in itself,
strives ...
˹éÒ 504
This has been the case despite the fact that many aspects of a teacher's
personality may obviously influence pupils' affective response without
necessarily influencing teaching effectiveness. It is incontrovertible that pupils
respond affectively to ...
This has been the case despite the fact that many aspects of a teacher's
personality may obviously influence pupils' affective response without
necessarily influencing teaching effectiveness. It is incontrovertible that pupils
respond affectively to ...
˹éÒ 505
to pupils' feelings and affective responses. For all ... tend to score high on the
Minnesota Teacher Attitude Inventory, which is keyed in this direction, and to
promote more wholesome selfconcepts in elementary-school pupils (Spaulding,
1963).
to pupils' feelings and affective responses. For all ... tend to score high on the
Minnesota Teacher Attitude Inventory, which is keyed in this direction, and to
promote more wholesome selfconcepts in elementary-school pupils (Spaulding,
1963).
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Knowledge | 64 |
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ability abstract academic achievement acquired acquisition activities actual anxiety approach aspects assimilation attributes Ausubel become behavior changes child classroom cognitive structure complete concepts course creativity culture dependent differentiation discipline discovery educational effects evidence example existing experience facilitate fact factors findings function given greater Hence ideas important increasing individual influence instances instruction intellectual intelligence involved Journal kinds knowledge language later learner learning task less logical material matter meaningful learning meanings measure method motivation nature necessary objectives occurs operations organizers particular performance personality positive possible potentially practice presented principles problem solving propositions Psychology pupils reason reflects relationship relatively relevant response retention rote scores situations social specific stage status subject-matter success task teachers teaching tend theory tion transfer understanding variables verbal