Describes a technique called Structural Communication (S. C.) which organizes the learning process, as well as the facts and concepts which are to be taught. An S.C. study unit on revolution is provided. (Author/DB)

The Good-Bad Class, one in which anxiety is minimized and communication is maximized, was evaluated in terms of its real value for student development and effective learning. (RK)

Explains that understanding of science is vital to effective changes in science education. Discusses Thomas Kuhn's writings on the physical sciences and argues that Kuhn provides a better understanding of science education than do earlier models of science, although Kuhn's model fails to connect science with other social processes and interests.…

Peer instruction in mainstreamed classrooms can produce gains for everyone. Not only will the special child benefit by developing personal learning and social skills but the teacher will also acquire new insights into how and under what conditions learning takes place. (Author/RK)

Successful elementary teachers have long recognized that the ability to ask questions effectively is an important part of independent learning behavior. Discusses four basic types of questions students should be encouraged to employ in their search for understanding. Also gives eight essential procedures for carrying out a questioning session.…

In a study of mastery learning involving student teachers, it was found that in intense, short-term instructional systems, less specific remediation is appropriate, while more detailed remediation is better when there are few time constraints. (Ed)

Teaching and learning can take place only when teacher and pupil understand and share beliefs in the basic concepts of what is being communicated. (JD)

Why we should base our physical education programs on current knowledge rather than common fads. (Editor)

Three approaches to vocabulary instruction were developed based on research from the training of verbal elaboration strategies with 107 educable mentally retarded children ages 8-11. (Author/MH)

Shows how task analysis helps reading teachers to understand the learning processes that are required for developing specific comprehension skills. Gives an example whereby task analysis is applied to teaching children to remember the sequential events from a reading selection. (RL)

Using practical examples, such as the language experience of foreign tourists, it is shown that the "natural method" (using target language only) hinders learning. Use of the mother tongue is necessary for learning foreign structures (e.g., arranging native words according to the foreign syntax). (Text is in German.) (IFS/WGA)

An educational psychologist discusses the problems children encounter in comprehending the written word. (JD)

Advances the thesis that philosophical questioning should precede or accompany children's participation in science activities in the elementary grades. (CP)

Describes the results of comparative study of Russian elementary students' learning of spelling under an experimental didactic system and under traditional methods. Findings confirmed the hypothesis that sophistication in spelling depends on the overall development of pupils. (Author/RM)

Teacher educators should not limit their attention to a single variety of teaching but should devote some time to the study of extra-school teaching in order to gain perspective on their major area of interest. (JD)