Describes the Dartmouth-Rassias language instruction model emphasizing its reliance on audiolingual techniques and on the intensive approach. Discusses classroom techniques, unique teacher selection methods, and importance of teacher attitudes. Reviews the results achieved by this model and expresses the hope that it will receive more attention…

Short-term workshops with a competency orientation and a practicum component can increase the competence of teachers of severely handicapped students. Self-evaluation as a means of documenting the degree of competence and workshop effectiveness should be of particular concern. (JD)

Reports the results of an investigation on institutes for elementary school teachers inservice training, based on questionnaires directed to the trainees and the educators, and on an analysis of students' work. Focuses on various aspects of French language teaching and especially on grammar and vocabulary exercises. (MES)

The Eighth Semester Program of the Texas College of Osteopathic Medicine reintroduces classroom-laboratory activities into the medical students' clinical years in an attempt to "round out" students' education. Topics include development of a medical practice, government and the physician, counseling skills, and nutrition inpatient care.…

This discussion of the evaluation of teacher education programs starts with the assumption that the most effective teacher education programs are the ones that produce teachers who are most effective in producing desired changes in pupils. (MM)

Discusses critical issues facing the languages across the curriculum (LAC) movement. These include benefits to students derived from LAC offerings, effective curriculum design and teaching methods, benefits of LAC to teachers in other fields, and justification of the costs of long-term institutional support. (40 references) (CK)

Notes that in teacher education a movement exists to ensure that teaching methods are relevant to trainees' teaching contexts. Examines the effects that this context-sensitive approach will have on the teacher-educator's role and on attempts to ensure that teacher education programs encourage longer-term productive change. (28 references)…

Described is the evaluation of the Master of Environmental Science program at Monash University (Australia). The design of the evaluation is discussed, and the use of multiple sources of data and an innovative style are highlighted. (Author/CW)

"Action Science" was developed to increase gifted girls' involvement in science. The program, for girls in grades one-nine, emphasizes enjoyment of science activities, parental involvement, female role models, and hands-on investigations. The article includes a rationale for a "girls only" program and program evaluation results. (Author/JDD)

Three postgraduate continuing education programs utilized self-paced reference materials coupled with symposium presentations. Programs 1 and 2 were designed to provide more "active" learning elements (role plays, simulations, etc.) and Program 3 consisted primarily of lecture and discussion. "Active" format participants were…

Identified three preschool models operating in an urban school district. Compared the mastery of basic skills and the social, motor, language, and adaptive development of 295 children who attended the preschools. Found that children in preschools that allowed child-initiated learning demonstrated the greatest mastery of basic skills. (MM)

An evaluation of a computer-based instructional and learning system in the sciences, the Rediscover Science Program, is described. Results from 40 classrooms with 1,153 students indicated the success of the program in fostering a classroom environment conducive to learning and in student achievement outcomes. (SLD)

PEECH (Programing for Early Education of Children with Handicaps) is a center-based program combining child-initiated and teacher-directed activities for children with mild to moderate disabilities, ages 3-5. Results of an evaluative study at the demonstration site and replication sites revealed participants' improvement in receptive and…

Research published in April 1989 by H. L. Rich and S. M. Ross is reconsidered. Naturalistic observation of students in resource rooms, classrooms, special classes and special schools were used and results found resource rooms inherently flawed, a finding considered in this article to be unsupported by study data. (PB)

In response to criticism (EC 600 437), H. L. Rich and S. M. Ross defend their research published in April 1989. Naturalistic observation techniques used are discussed, conclusions regarding the regular education initiative supported, and findings concerning drawbacks of resource rooms reiterated and clarified. (PB)