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Schubert, Leo – Journal of College Science Teaching, 1975
Indicates that malpractice suits are a new feature in education and explains how teachers, universities, and colleges can protect themselves against this threat. (Author/GS)
Descriptors: Counseling, Editorials, Legal Problems, Legal Responsibility
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Schubert, Leo – Journal of College Science Teaching, 1975
Explains the use of cassette tapes of discussions on problems included in a chemistry course. The student is aided in converting the sentence form of a problem to the symbolism of mathematics. (GS)
Descriptors: Audiovisual Aids, Autoinstructional Aids, Chemistry, College Science
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Schubert, Leo – Journal of College Science Teaching, 1976
Expresses concern over high school grading philosophies that allow functional illiterates to graduate and attacks the problem of grade inflation in colleges and universities. (GS)
Descriptors: Editorials, Evaluation, Evaluation Criteria, Grading
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Schubert, Leo – Journal of College Science Teaching, 1972
The editorial maintains that the perspective of hierarchical learning used in school science teaching should also be realized at college level science teaching. Perhaps the best teachers and intense attention should be devoted to the teaching of a introductory course where the concepts upon which further knowledge is based are learned. (PS)
Descriptors: College Science, Concept Teaching, Educational Methods, Instructional Design
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Hadary, Doris E.; Schubert, Leo – Journal of College Science Teaching, 1972
Descriptors: College Science, Elementary School Science, Elementary School Teachers, Program Descriptions
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Schubert, Leo – Journal of College Science Teaching, 1973
The National Science Foundation is shifting financial support from the traditional inservice programs to a cooperative arrangement between the school or school system and the college or university. (DF)
Descriptors: Editorials, Inservice Education, Institutes (Training Programs), Resource Materials
Peer reviewed Peer reviewed
Schubert, Leo – Journal of College Science Teaching, 1973
Briefly describes two antagonistic learning theories: the Association Theory proposed by Skinner and the Field or Cognitive Theory supported by Piaget. Suggests the need for consistency in theoretical approach in the teaching of science at the college level. (JR)
Descriptors: College Science, Editorials, Educational Theories, Instruction