Addresses difficulties faced by medical students in the acquisition of a technical terminology largely based on Greek or Latin, and explains how in recent years undergraduate Classics departments have met the challenge by offering a Medical Terminology course. Discusses course development and currently available instruction materials. (MES)

The use of saltine crackers to illustrate whole numbers, decimal fractions, common fractions, percents, money, and other mathematical concepts is reviewed. (MP)

In a classroom investigation of the teaching of transformation geometry, an attempt was made to generate aptitude-treatment interactions by using various teaching methods among groups of students. (CJ)

Studies the research and other literature on "special care" children and its implications for practice. Concentrates on studies concerning the most severely handicapped children, but also makes use of work on children less severely handicapped, where there are clear possible ways of applying the work to the most severely handicapped. (Author/CT)

Contains brief contributions from teachers dealing with the following topics: (1) skills needed to teach reading, (2) mastery learning, (3) language skill development, (4) book making, (5) the "walking/talking" rule, (6) oral reading activities. (FL)

A teaching sequence for the division algorithm is detailed. (MP)

Four essays provide practical guidelines for (1) conducting an analysis of supplementary pedagogical materials prior to their use; (2) playing a French card game; (3) using French horoscope columns in the classroom; and (4) teaching idiomatic expressions containing animal terms. (AM)

Three essays discuss: (1) the use of word games in the language classroom, (2) the use of humor in correcting students' errors, and (3) using comic strips in the French language classroom. (AM)

This essay discusses the possible types of uses of calculators in the elementary school, citing several publications, articles, and research studies. (MP)

One teacher's struggle with conveying a concrete realization of the subtraction algorithm to students leads to a discussion of elementary mathematics instruction in general. (MP)

The author describes the teaching of geometric topics, using a geoboard with different age groups. (MK)

Suggestions for a modified indoor tennis game, for activities to develop body reference in young children, and for a drill to aid students with depth and space perception difficulties are presented. (LH)

Discusses classroom experiences that provide opportunities for upper-grade students to note meaning emphasis alternatives (primary and secondary, "modal" and "nonmodal") across linguistic contexts. (FL)

Author states that learning is behavior modification and discusses several principles of adult education and training which he has found useful in adult training programs. These include planning, organizing, a variety of activities and methods, involvement of the learner, and followup. (MF)

Leadership training is a form of instruction. As such, it should be guided by a model of instruction. Describes how the Three-Stage Model of Instruction (Feldhusen, Ames and Linden, 1973, 1974) was used to guide the development of thirteen units of leadership instruction for high school youth in vocational organizations. (Author/RK)