Discusses the legal basis for teaching morality in public education and provides ten suggestions for educators. (Editor/RK)

To develop listening skills for all types of music, teachers may want to try some of these imaginative teaching techniques. Describes some unconventional ear-training exercises, vocal exercises to encourage students to "paint with their voices", and "rebound" exercises to explore spontaneous relationships between sound and movement. (Editor/RK)

Looking back in history may help teachers revitalize their teaching. Books written in the past offer effective strategies to be used in today's classrooms. Several of these books and their philosophy of education are explored. (DF)

Students should encounter failure in order to survive in the world, but they need not be classified as failures. Suggestions for helping students deal with failure in positive ways are offered. (DF)

Describes the four steps of critical reading adapted to the model of reading proposed by W. S. Gray: (1) the perception of the connotative power of words, (2) the comprehension of persuasive language, (3) the reaction of judgment, and (4) the integration of monitoring devices. (FL)

Offers a "slide rule" model of learning behaviors and interrelationships among the four domains of learning (affective, cognitive, psychomotor, and perceptual) to help vocational-technical educators structure learning outcomes. (SK)

Folk music has been defined as music that folks sing. Folk math is defined as math that folks do. It's logical, useful, sensible, discusses the ways you and others really use mathematics in the outside world, and it uses language that folks use. (Editor/RK)

Learning can be a joy when teaching means seeing, knowing and caring for each student. Try the I.C.U. approach. (Editor)

This discussion of creativity in its educational context first considers the role of the creative product, process, personality, and environment. A proposal for teaching student teachers to teach more creatively is offered. The approach stresses development of originality, fluency, abstraction, elaboration, and openness. (DB)

Presents study results of the effects of different teaching methods on the ability of nonmusician, college students to distinguish meter. Explains that one group heard meter defined with examples, another emphasized meter with large muscle movements, and a third heard examples with reinforcing clicks. Reports that all groups differed from the…

Attempts to identify and characterize patterns of expert teaching practice as they occur in context, and to confirm these patterns through processes of verification. Observes teacher Dorothy DeLay in her studio, documenting her teaching through notes, audiotapes, and contextual artifacts. Discusses DeLay's theory of proximal positioning in…

Discusses the implementation of a writing improvement model for students in Crete Public Schools (Nebraska). Students who completed courses with the six-trait analytical model were given writing self-perception scales. The results showed that they felt they had made much progress in their writing abilities, both in their own eyes and in the eyes…

Describes the development and implementation of a classroom instruction program at the University of Denver that uses DIALOG databases as an electronic tool to access information. Presents results of a survey that measures the success of this teaching method and determines the characteristics of both searchers and their use of DIALOG. (JMV)

Teachers can modify their instructional strategies with minimal training and effort, and this can result in increases in their students' self-efficacy. Self-efficacy judgments are based on four sources of information: an individual's own past performance, vicarious experiences of observing the performances of others, verbal persuasion that one…