Using Conceptual Frameworks to Improve Instruction

Notes

• Virgil E. Herrick , “Analysis of Classroom Episodes,” in Strategies of Curriculum Development , ed. James B. Macdonald et al. ( Columbus , Oh. : Charles E. Merrill Books, Inc. , 1965 ), p. 156 .
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• Ibid.
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• This model was developed by Roger V. Bennett , “Interrelationships Among Curricular, Social, and Affective Dimensions of the Teaching-Learning Act” (.Ph.D. diss., University of Wisconsin, 1970 ), Chapter 1.
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• Richard D. Hawthorne , “A Model for the Analysis of Teachers' Verbal Pre-Instructional Curricular Decisions and Verbal Instructional Interaction (Ph.D. diss., University of Wisconsin , 1968 ), Chapter 1.
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• Benjamin S. Bloom et al., Handbook on Formative and Summative Evaluation of Student Learning ( New York : McGraw-Hill Book Company , 1971 ).
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• B. O. Smith et al., A Study of the Strategies of Teaching ( Urbana , Il. : University of Illinois, U.S. Office of Education Cooperative Research Project no. 1640 , 1967 ).
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• Louis Raths et al., Values and Teaching ( Columbus , Oh. : Charles E. Merrill Books, Inc. , 1966 ), Chapter 3.
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• John Dewey , Experience and Education ( New York : Collier Books , 1938 ).
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• Bloom et al., Handbook.
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• David Ausubel , The Psychology of Meaningful Verbal Learning ( New York : Grune and Stratton , 1963 ).
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• Israel Scheffler , “Philosophical Models of Teaching,” Harvard Educational Review 35 ( Spring 1965 ): 188 – 200 .
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• Ned Flanders , “Diagnosing and Utilizing Social Structures in Classroom Learning” in The Dynamics of Instructional Groups ( Chicago : National Society for the Study of Education , 1960 ) Yearbook Part II, Chapter IX.
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• James B. Macdonald , “Educational Models for Instruction—Introduction,” in Theories of Instruction , ed. James B. Macdonald and Robert Leeper ( Washington , D.C. : Association for Supervision and Curriculum Development , 1965 ).
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• Roger V. Bennett , “Death and the Curriculum” ( Paper presented at the annual meeting of the American Educational Research Association , Chicago , April 1974 ).
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• Bennett , “Interrelationships,” pp. 236 – 49 .
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• Philip W. Jackson , Life in Classrooms ( New York : Holt, Rinehart and Winston, Inc. , 1968 ).
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• Virgil E. Herrick , “Teaching as Curriculum Decision Making” in Strategies , Chapter 5.
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• John L. Goodlad , School, Curriculum and the Individual ( Waltham , Mass. : Blaisdell Publishing , 1966 ).
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• This model was developed by Esther Zaret.
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• Primary sources for ideas on humanist existential philosophy were derived from the following: Hazel E. Barnes , An Existentialist's Ethics ( New York : Alfred A. Knopf , 1967 ); Martin Buber, Between Man and Man (New York: Macmillan Company, 1965); Erich Fromm, Man for Himself: An Inquiry into the Psychology of Ethics (Greenwich, Ct.: Fawcett Publications, Inc., 1974);Thomas F. Green, “Teaching, Acting, and Behaving,” Harvard Educational Review 34 (Fall 1964):507–524; Walter Kaufmann, ed., Existentialism from Dostoevsky to Sartre (New York: The World Publishing Company, 1956); Van Cleve Morris, Existentialism in Education (New York: Basic Books, Inc., 1958); Van Cleve Morris, Existentialism (New York: Philosophical Library, 1947); Israel Scheffler, “Philosophical Models of Teaching,” Harvard Educational Review 35 (Spring 1965): 188–200.
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• Primary sources for ideas on humanist existential psychology were derived from the following: Gordon W. Allport , Becoming ( New Haven : Yale University Press, Inc. , 1955 ); Arthur W. Combs, Professional Education of Teachers: A Perceptual View of Teacher Preparation (Boston: Allyn and Bacon, 1965); Marie M. Hughes, “What is Teaching? One Viewpoint,” Educational Leadership 19 (January 1962):251–59; Lawrence S. Kubie, Neurotic Distortion of the Creative Process (Lawrence: University of Kansas Press, 1958); A. H. Maslow, Motivation and Personality (New York: Harper and Brothers, 1954); Floyd W. Matson, The Broken Image (New York: George Braziller, Inc., 1964); Carl R. Rogers, “A Process Conception of Psychotherapy,” mimeographed (Paper presented at the Annual Conference of the American Psychological Association, New York, September 1957); Milton Rokeach, The Open and Closed Mind (New York: Basic Books, Inc., 1960); Esther Zaret, “Differentiating Teaching Behavior from a Humanist Existential Perspective” (Ph.D. diss., University of Wisconsin, 1967).
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