Teaching about reading and writing should be flip sides of the same coin. Writing reinforces and develops skills traditionally thought of as reading skills. (PP)

Instructional variables were manipulated to determine whether they influence the level of perceptual analysis. The relationships of perceptual analysis to concept learning and evaluations of the instructors were also examined in the study. (Author/GK)

A study of the differences in cognitive learning styles used by students learning mathematics and English is presented and an attempt is made to determine if students do change their learning styles as they move from one subject area to another. (JMF)

For four- and five-year-old lower socioeconomic status children learning basic mathematics, more indirect teacher behavior and the active involvement of the student in the learning process are significantly more effective in facilitating student achievement than is a direct instruction/passive reception learning mode. (JD)

While a coach's practical goals necessitate having a winning team, this need is not inconsistent with other goals motivating players intrinsically, helping athletes deal with competition-related stress, and building an appreciation of individual worth and of team cooperation. (JD)

A reading program for second- and third-grade nonreaders based on neurological development rather than reading or perceptual skills is described. Results of a study of 24 children in the program showed average gains of eight months in reading ability in four months of instruction. (PHR)

Draws upon recent publications dealing with brain function (particularly F. Vester, "Denken, Lernen, Vergessen", Munich, 1978) for ideas for foreign language teaching. These include constant use of the foreign language in the classroom, frequent repetition, and avoidance of false associations by explanation in the native language.…

Certain thinking and language skills are common to content disciplines. Different types of thinking are triggered by factual, convergent, divergent, and judgmental questions. The four levels of oral and written response are factual, logical, creative, and judgmental. An effective school language policy balances and integrates these skills in the…

Describes a test designed to measure outcomes of "inquiry" social studies programs in elementary schools. Results indicate that inquiry students, or those whose teachers use inductive methods to encourage active participation in learning, perform better than noninquiry students on tasks requiring higher cognitive processes. (Author/KC)

This study utilized the instructional methods of discovery teaching and expository presentation to investigate the concept development of students in a remedial college chemistry class. Results indicate that the two sets of instructional materials did not lead to the same understanding of the concept. (BT)

Argues for a model of in-service training which allows teachers to learn "without a sense of demeaning themselves". (Editor)

Provides some suggestions for implementing the metric system including the need to establish a learning motivation for metrication within students. (RK)

Discusses how behavioral objectives and knowledge are related, what form a performance test theory should take, why some people can skip prerequisites whereas others cannot, how people discover new information, the relationship between content and performance analysis, and, how one might apply the structural approach in adaptive instruction.…

Describes an investigation of polygons and their properties in which students apply very basic understandings of geometric properties. (KHR)

Examines the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement. Discusses the focus of shared perceptions and instruction and indicates that shared perceptions focused on understanding and independent thinking positively predicted students'…