The development of social-emotional competence in affective education curricula is:
A. A lower level goal, once academic competence has been established.
B. Recommended primarily for settings outside of the school because of time constraints.
C. Characterized by a focus on stage theories and resolution of internal conflicts.
D. Involves teaching about feelings, attitudes, values, and interpersonal relationships.
E. Not a central component since establishing efficacy through research has proven difficult.
D
You might also like to view...
The major means of control in single-subject experimental designs is
a. randomization. c. statistical control. b. replication. d. None of these are true.
Why is philosophy so critically important to educators?
What will be an ideal response?
Answer the following statement(s) true (T) or false (F)
The act of engaging in the academic writing process itself has no inherent value in developing a research study.
Which of the following is designed to function as a group reading inventory?
a. TerraNova b. Gates-MacGinitie Reading Tests c. Degrees of Reading Power d. Stanford Achievement Tests