Milton, Ohmer
Overview
| Works: | 33 works in 140 publications in 3 languages and 4,865 library holdings |
|---|---|
| Genres: | Examinations |
| Roles: | Author, Editor |
| Classifications: | LB2331, 378.12 |
Publication Timeline
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Most widely held works by
Ohmer Milton
On college teaching by
Ohmer Milton(
Book
)
20 editions published between 1978 and 1981 in English and Undetermined and held by 971 WorldCat member libraries worldwide
Presented are written explanations and critical evaluations of the major teaching practices now being used in undergraduate education. Discussed are both traditional approaches to teaching (lecturing, testing, leading discussions) and new approaches (using a personalized system of instruction, teaching with computers, developing learning contracts, adopting a competency-based approach, building on case studies, running simulation games, overseeing field experiences, and providing feedback). Contributors are: Patricia W. Barnes-McConnell, Robert M. Barry, Alfred Bork, C.C. Carlson, Thomas Clark, John S. Duley, Charles F. Fisher, Audrey D. Landers, Susan M. Markle, Michael J. Rockler, John Satterfield, William S. Schiller, Milton R. Stern, Gary A. Woditsch, and Ohmer Milton. (Mse)
20 editions published between 1978 and 1981 in English and Undetermined and held by 971 WorldCat member libraries worldwide
Presented are written explanations and critical evaluations of the major teaching practices now being used in undergraduate education. Discussed are both traditional approaches to teaching (lecturing, testing, leading discussions) and new approaches (using a personalized system of instruction, teaching with computers, developing learning contracts, adopting a competency-based approach, building on case studies, running simulation games, overseeing field experiences, and providing feedback). Contributors are: Patricia W. Barnes-McConnell, Robert M. Barry, Alfred Bork, C.C. Carlson, Thomas Clark, John S. Duley, Charles F. Fisher, Audrey D. Landers, Susan M. Markle, Michael J. Rockler, John Satterfield, William S. Schiller, Milton R. Stern, Gary A. Woditsch, and Ohmer Milton. (Mse)
Alternatives to the traditional; [how professors teach and how students learn] by
Ohmer Milton(
Book
)
22 editions published between 1972 and 1978 in English and Undetermined and held by 964 WorldCat member libraries worldwide
22 editions published between 1972 and 1978 in English and Undetermined and held by 964 WorldCat member libraries worldwide
Behavior disorders; perspectives and trends by
Ohmer Milton(
Book
)
18 editions published between 1965 and 1973 in English and Undetermined and held by 829 WorldCat member libraries worldwide
18 editions published between 1965 and 1973 in English and Undetermined and held by 829 WorldCat member libraries worldwide
Learning and the professors by
Ohmer Milton(
Book
)
9 editions published between 1966 and 1968 in English and held by 676 WorldCat member libraries worldwide
9 editions published between 1966 and 1968 in English and held by 676 WorldCat member libraries worldwide
Making sense of college grades by
Ohmer Milton(
Book
)
10 editions published between 1986 and 2010 in English and held by 626 WorldCat member libraries worldwide
10 editions published between 1986 and 2010 in English and held by 626 WorldCat member libraries worldwide
The testing and grading of students by
Ohmer Milton(
Book
)
12 editions published between 1976 and 1977 in English and held by 449 WorldCat member libraries worldwide
12 editions published between 1976 and 1977 in English and held by 449 WorldCat member libraries worldwide
Will that be on the final!? by
Ohmer Milton(
Book
)
5 editions published in 1982 in English and held by 144 WorldCat member libraries worldwide
Educators are called upon to improve the quality of classroom tests to enhance the learning of content. Less faculty concern for tests than for other features of instruction, compounded by a lack of knowing how to assess different levels of learning with test questions that measure complex processes, appear to generate poor quality classroom tests. Research indicates that publisher supplied items and many instructors' tests include mostly recall items requiring students to memorize details and to study little else. This results in a deficiency of analytical skills (the higher order processes of application and evaluation) and a decrease in content learning. (Pn)
5 editions published in 1982 in English and held by 144 WorldCat member libraries worldwide
Educators are called upon to improve the quality of classroom tests to enhance the learning of content. Less faculty concern for tests than for other features of instruction, compounded by a lack of knowing how to assess different levels of learning with test questions that measure complex processes, appear to generate poor quality classroom tests. Research indicates that publisher supplied items and many instructors' tests include mostly recall items requiring students to memorize details and to study little else. This results in a deficiency of analytical skills (the higher order processes of application and evaluation) and a decrease in content learning. (Pn)
Effective college learning by
Ohmer Milton(
Book
)
4 editions published in 1964 in English and held by 131 WorldCat member libraries worldwide
4 editions published in 1964 in English and held by 131 WorldCat member libraries worldwide
P.I., Programmed instruction; what it is and how it works by
Ohmer Milton(
Book
)
2 editions published in 1961 in English and held by 19 WorldCat member libraries worldwide
2 editions published in 1961 in English and held by 19 WorldCat member libraries worldwide
Alternatives to the traditional : how professors teach and how students learn ?! by
Ohmer Milton(
Book
)
9 editions published between 1872 and 1978 in English and held by 19 WorldCat member libraries worldwide
9 editions published between 1872 and 1978 in English and held by 19 WorldCat member libraries worldwide
Survey of faculty views on student participation in decision making by
Ohmer Milton(
Book
)
2 editions published in 1968 in English and held by 5 WorldCat member libraries worldwide
2 editions published in 1968 in English and held by 5 WorldCat member libraries worldwide
Behavior disorders by
Ohmer Milton(
Book
)
2 editions published in 1969 in Undetermined and English and held by 3 WorldCat member libraries worldwide
2 editions published in 1969 in Undetermined and English and held by 3 WorldCat member libraries worldwide
I.P. : Insegnamento programmato : che cos'ē e come servirsene by
Ohmer Milton(
Book
)
1 edition published in 1967 in Italian and held by 2 WorldCat member libraries worldwide
1 edition published in 1967 in Italian and held by 2 WorldCat member libraries worldwide
G.I. : wat is het en hoe werkt het? by
Ohmer Milton(
Book
)
2 editions published in 1968 in Dutch and held by 2 WorldCat member libraries worldwide
2 editions published in 1968 in Dutch and held by 2 WorldCat member libraries worldwide
Programed instruction : what it is and how it works by
Ohmer Milton(
Book
)
2 editions published in 1961 in English and held by 2 WorldCat member libraries worldwide
2 editions published in 1961 in English and held by 2 WorldCat member libraries worldwide
The Testing and Grading of Students by
Ohmer Milton(
Book
)
1 edition published in 1976 in English and held by 2 WorldCat member libraries worldwide
Although over 100 million tests are administered each year and testing is a subject of increasing contention among students, faculty members remain diffident. A better understanding of the purpose and structure of evaluating mechanisms is a prerequisite for widespread improvement. Teachers must understand what factors play a part in measuring learning. If learning goals and course objectives are properly defined, they will be essential ingredients of success for student and teacher alike. Since multiple-choice and essay tests are most commonly used in college today, a thorough analysis of their structure and purpose is undertaken to clarify underlying principles of evaluation as a learning tool. Letter grading, the most commonly accepted form of evaluation, is particularly susceptible to the charge of insufficient feedback to the student. A more fundamental grasp of the options for academic measurement is the most direct route to improved grading. Growing external pressures are forcing faculty to reexamine student evaluation. The use of external examiners and the establishment of effective campus grievance arrangements are only two of the ways recommended to improve an increasingly bothersome issue in academic life. (Lbh)
1 edition published in 1976 in English and held by 2 WorldCat member libraries worldwide
Although over 100 million tests are administered each year and testing is a subject of increasing contention among students, faculty members remain diffident. A better understanding of the purpose and structure of evaluating mechanisms is a prerequisite for widespread improvement. Teachers must understand what factors play a part in measuring learning. If learning goals and course objectives are properly defined, they will be essential ingredients of success for student and teacher alike. Since multiple-choice and essay tests are most commonly used in college today, a thorough analysis of their structure and purpose is undertaken to clarify underlying principles of evaluation as a learning tool. Letter grading, the most commonly accepted form of evaluation, is particularly susceptible to the charge of insufficient feedback to the student. A more fundamental grasp of the options for academic measurement is the most direct route to improved grading. Growing external pressures are forcing faculty to reexamine student evaluation. The use of external examiners and the establishment of effective campus grievance arrangements are only two of the ways recommended to improve an increasingly bothersome issue in academic life. (Lbh)
Proceedings: A Conference on Student Retention in Tennessee Colleges and Universities (March 21-22, 1966) by
Ohmer Milton(
Book
)
2 editions published in 1966 in English and held by 2 WorldCat member libraries worldwide
The objectives of the conference were: (1) to identify the factors responsible for large numbers of students leaving Tennessee institutions of higher education before graduation; and (2) to promote correction of such factors on individual campuses. The proceedings consist of: (1) lists of the individual participants and the participating institutions; (2) the program; (3) the papers delivered at the conference, which included: "Faculty Contributions to Dropouts." By Sam C. Webb, "Administrative Contributions to Dropouts," by George L. Marx, "Steps to Reduce Dropouts," by Donald W. Irvine, and the discussion following the papers; (4) the special questionnaire for evaluating the conference and the analysis of this questionnaire; and (5) a brief note on plans to arrange for systematic interinstitutional research in this area. (Af)
2 editions published in 1966 in English and held by 2 WorldCat member libraries worldwide
The objectives of the conference were: (1) to identify the factors responsible for large numbers of students leaving Tennessee institutions of higher education before graduation; and (2) to promote correction of such factors on individual campuses. The proceedings consist of: (1) lists of the individual participants and the participating institutions; (2) the program; (3) the papers delivered at the conference, which included: "Faculty Contributions to Dropouts." By Sam C. Webb, "Administrative Contributions to Dropouts," by George L. Marx, "Steps to Reduce Dropouts," by Donald W. Irvine, and the discussion following the papers; (4) the special questionnaire for evaluating the conference and the analysis of this questionnaire; and (5) a brief note on plans to arrange for systematic interinstitutional research in this area. (Af)
Teaching or Learning? by
Ohmer Milton(
Book
)
1 edition published in 1971 in English and held by 2 WorldCat member libraries worldwide
This article, the 6th in a series of aahe research reports, summarizes research on teaching and learning. Most studies on teaching methods conclude that there are no significant differences between the various teaching methods and student achievement. The problem with these studies is that they have concentrated on teaching and have ignored learning and the learner. There are many omissions in the research, such as what courses and subject matter areas promote critical thinking and a spirit of inquiry; and how students can be helped to become independent learners. Some studies in the past few years have begun to probe the underlying complexities of teaching-learning. One of the best examples of the new approach for both conceptualizing the issues and investigating them is the Instructional Gestalt. Many of the recently introduced approaches to instruction can be grouped into three categories: (1) personalized, individualized to process instruction (p-i-p); (2) experiential learning; and (3) acceleration programs. Results of this recent research points out that the role of the instructor must be altered and broadened. There can be a dramatic decrease in dispensing content and lecturing in the classroom without any decrease in the quality of learning. (Af)
1 edition published in 1971 in English and held by 2 WorldCat member libraries worldwide
This article, the 6th in a series of aahe research reports, summarizes research on teaching and learning. Most studies on teaching methods conclude that there are no significant differences between the various teaching methods and student achievement. The problem with these studies is that they have concentrated on teaching and have ignored learning and the learner. There are many omissions in the research, such as what courses and subject matter areas promote critical thinking and a spirit of inquiry; and how students can be helped to become independent learners. Some studies in the past few years have begun to probe the underlying complexities of teaching-learning. One of the best examples of the new approach for both conceptualizing the issues and investigating them is the Instructional Gestalt. Many of the recently introduced approaches to instruction can be grouped into three categories: (1) personalized, individualized to process instruction (p-i-p); (2) experiential learning; and (3) acceleration programs. Results of this recent research points out that the role of the instructor must be altered and broadened. There can be a dramatic decrease in dispensing content and lecturing in the classroom without any decrease in the quality of learning. (Af)
Record of activities and experiments, with programmed units : for use with Psychology : its principles and applications, fourth
edition by
T. L Engle(
Book
)
1 edition published in 1964 in English and held by 2 WorldCat member libraries worldwide
1 edition published in 1964 in English and held by 2 WorldCat member libraries worldwide
PI Programed Instruction : what it is and how it works by
Ohmer Milton(
Book
)
1 edition published in 1961 in English and held by 2 WorldCat member libraries worldwide
1 edition published in 1961 in English and held by 2 WorldCat member libraries worldwide
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Related Identities
Associated Subjects
College credits College students--Rating of College teachers College teaching Education, Higher--Aims and objectives Education, Higher--Research Educational technology Educational tests and measurements Folklore Grading and marking (Students) Learning Lecture method in teaching Motivation in education Programmed instruction Psychiatry Psychology Student participation in administration Study skills Teaching United States Universities and colleges
