Puppets can be used in the classroom to teach, to tell stories, to introduce new students or books, and to develop children's cooperation, creativity, and coordination. Instruction on how to make and manipulate puppets, plan puppet plays, and locate information on puppetry are given. (PP)

Alternative identification and instructional procedures are discussed. Instructors are warned against assuming an equivalence between the quantity of mathematical work a child demonstrates and the quality of that child's thinking. A need to integrate qualitative information is seen. Two types of activities for gifted pupils are detailed. (MP)

Secondary students can study time and the motions of the sun by plotting an analemma, a graphic representation of the declination of the sun and the equation of time for every day of the year. They can collect data by measuring a dowel stick's shadow in the noon sun. (KC)

Few useful materials are available to teachers who want to introduce women's history into the classroom. Teachers can modify courses by introducing students to relevant materials. A set of tables that can be used in a study of Western Europe during the nineteenth century and teaching suggestions are included. (AM)

A teacher describes how a tuna, bought for consumption, can first provide the basis for a science lesson for preschool and first-grade students. As the fish is dissected, the teacher explains the functions of various body parts such as the heart and the digestive system. (PP)

Suggests using letter writing, creative writing, a mythology newspaper, and mythology games as four enjoyable ways of teaching mythology. (JL)

Encourages the use of television to promote reading and describes four types of television-reading programs. Provides evidence to support this practice and offers a list of resources. (FL)

Outlines a unit of instruction on credit card usage that would allow young students to research what credit, reputation, and trust are; examine contract and monthly statement terminology; investigate the advantages and disadvantages of credit cards; and begin to think critically about the use of credit cards. (FL)

Suggests a number of lesson strategies that can be used with junior high, senior high, and adult students including the use of coupons, file cards, reading games, and newspapers. (HOD)

A physician presents teachers with some classroom activities in medical self-care, including anatomy, measuring pulse, relaxation, biofeedback, yoga, and throat examinations. For a related article by the same author, see pages 66-72 of this issue. (SJL)

Defines the concept of problem and notes that primary-grade teachers need to help nurture problem-solving skills. Discusses six practical ways instructors can promote such skills and views the ability and willingness of teachers to transform typical activities into problem-solving opportunities as essential. (MP)

Describes the use of optional group projects for third-year college-level geography students. The authors conclude that this format, besides being intellectually rewarding, teaches students valuable research, problem solving, and social skills. (AM)

Proposes five "creative comprehension" strategies designed to challenge both gifted as well as average students. (FL)

Describes 10 methods that have proven successful in improving the comprehension skills of problem readers, including the use of pictures, cloze-type exercises, and repeated readings. (FL)

Teaching suggestions and game ideas are presented for teaching basic and more advanced decoding in the primary and intermediate grades. This article is one of four in this issue that comprise the Teacher's Reading Seminar 1979. (SJL)