An Inquiry into the Educational Potential of Non-Verbal Communication. Final and Interim Reports.

Autor/in	Burris-Meyer, Harold
Institution	Florida Ocean Sciences Inst., Inc., Boca Raton.
Titel	An Inquiry into the Educational Potential of Non-Verbal Communication. Final and Interim Reports.
Quelle	(1970), (176 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Aural Learning; Disadvantaged Youth; Educational Innovation; Educational Methods; Emotional Experience; Learning Processes; Measurement Instruments; Multisensory Learning; Nonverbal Communication; Nonverbal Learning; Peer Teaching; Polygraphs; Reading Instruction; Spelling Instruction; Visual Learning + Suchen Sie Ihr Suchwort? Baugestaltung; Benachteiligter Jugendlicher; Instructional innovation; Bildungsinnovation; Educational method; Erziehungsmethode; Learning process; Lernprozess; Sensorische Stimulation; Non-verbal communication; Nonverbale Kommunikation; Peer group teaching; Peer Group Teaching; Leseunterricht; Orthographieunterricht; Rechtschreibunterricht; Visual education; Visuelles Lernen
Abstract	This document contains eight progress reports of a research project testing the assumption that communication at the nonverbal level affects a student's emotional involvement in the material he studies and this the learning process itself. The project attempted to establish the educational potential of nonverbal communication by measuring emotional responses of students (K-college) to stimuli (music, slides, sounds, color, light, film) with a polygraph and an instrument (the Encabulator) developed and tested specifically for the program. It simultaneously applied nonverbal communication techniques to a peer-teaching program for disadvantaged students. Some conclusions reached by the study were that (1) teaching via the arts, in combination with peer to peer techniques is effective in developing and improving spelling and reading programs; and (2) nonverbal communication techniques--which require no special training-- are particularly effective in motivating the disadvantaged and result in improved learning rates, consistent attendance, and improved classroom behavior. (DD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01