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EducationA Learners' View (ALV)Acknowledgments for this Teachers' Guide

Acknowledgments for this Teachers’ Guide

 

Teachers’ Guide to Use a Learners’ View: Acknowledgments

Blending What Teachers Do with How People Learn

Classic Education at EduClassics.com describes behavior patterns people use to learn from a learners’ view. Use of these descriptions to plan and instruct lessons can increase contributions of Classic Education in the 21st Century. This page acknowledges contributors to Teachers’ Guide.

CAUTION: Please read this

The candor and insights shared by learners shaped a new way for me to approach teaching. I call it a learners’ view (ALV). This guide could not exist without their contributions.

Some were full time learners, such as educators, scientists, scholars, business executives, engineers, farmers, pioneers, journalists, missionaries, attorneys, physicians, politicians, residents of total care facilities, laborers, and junk dealers. Others were enrolled in schools ranging from learning at home to advanced international technical seminars and conferences. Still others lived or worked in total care facilities, health care as well as retirement settings, and in competitive employment.

Together, you probably total several thousand dynamic, intelligent people doing your best to survive regardless of how others labeled you or your personal attributes.

You gave me some of your time, energy, and other scarce and non-replaceable personal resources to demonstrate choices learners make to learn. Your demonstrations guided me to find descriptions of learning that resulted from experimental empirical behavioral research studies. These studies have been reported in professional monographs and journals for over a century. ALV represents a sample of these results.

The publishing of Teachers’ Guide was made possible by Layne P. Heiny, owner of TuxRportsNetwork.com and a dear son. In addition to the platform for the website, Dr. Heiny has been a consistent supporter and field tester in public schools of forms and checklists in the guide. Kimberly Kollwitz, Sarah Heiny, and Elizabeth Heiny have edited the format and content to make this guide more concise and “teacher friendly.”

I am deeply indebted to my wife of 55 years, Joan Umscheid Heiny, and our family for their encouragement and support. Knowing they cared for and about me made the task of writing more enjoyable, even when I sat alone at my computer in a darkened room between family commitments.

To users of this guide, I want you to tell me how to adjust this guide to make it more helpful to you. Your comments will contribute importantly to revisions.

To each and every one, thank you. To the extent that Teachers’ Guide assists at least one person through you to increase
learning, it’s a tribute to your contributions. I alone have responsibility for any shortcomings in substance or style.

Robert Heiny
Robert Heinyhttp://www.robertheiny.com
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in The Encyclopedia of Education (1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for TuxReports.com.

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