To guide school librarians in their work of inspiring future generations of explorers, AASL tasked a 2020 ALA Emerging Leaders team with developing a guide of activities, resources, and professional development based on the Explore Shared Foundation in the "National School Library Standards." As learners prepare for college, career, and…

The paper extends creativity factors (fluency, flexibility, originality, and elaboration) into the psychomotor domain for application to movement responses. (CL)

Discusses time management training based on the theory that it should be a conceptual, psychological, and sociocultural process aimed at the management of self and relations with others. Guidelines for effective time management training are suggested, including supporting social needs, self-awareness, and encouraging creativity. (LRW)

Provided in the instructional syllabus developed by the National/State Leadership Training Institute on the Gifted and Talented are a rationale for the identification of gifted students, suggested identification procedures, and examples of materials used by various school districts. It is noted that the Stanford-Binet appears to be the best single…

Presented is a manual developed by the Manatee, Florida, program for gifted students which includes three articles describing giftedness, checklists for teachers, a section on identifying characteristics of gifted students, sections on the self concept and minority gifted students, questions and suggestions for parents of gifted students, and…

Describes a technique of using the collage in teaching single paragraph and experiential writing. The collage is an exciting motivational device that helps students express their thoughts first in pictures and later in words. (CMV)

The document presents guidelines to help art educators in elementary and secondary schools develop and implement art education programs. The guidelines were developed by Nebraska educators along lines suggested by the National Art Education Association. Major objectives are to help students develop personal expression, qualitative aesthetic…

Learning activities and educational objectives are suggested for use by K-12 art teachers as they develop and implement art education programs. The major objectives of the guidelines are to help teachers direct learning in areas of aesthetic sensitivity, imagination, cultural understanding, and creative skills. Various sections present information…