Discusses ways in which reader response journals can be useful as a teaching method. (SRT)

Responds to Biggs' article on the case presentation approach in clinical supervision, commending the author for drawing together two areas of psychology: case presentation in counselor supervision and cognitive development. Discusses three major contributions of, and three concerns with, Biggs' model. (NB)

This study administered two questionnaires to college sophomores in an English literature class. Tests measured the student's satisfaction with different types of instruction, including lectures, group work, and individual work. (RB)

Comments on E. G. Creamer and Don G. Creamer's article "Predicting Successful Organizational Change: Case Studies." Discusses concerns about article, including the assumptions that planned change is predictable and rational and that the model can be replicated in other settings. (ABL)

Replies to Van Hesteren's article on "human science" perspective as an alternative to traditional research methods in counseling research. Contrasts the author's position with Van Hesteren's regarding the latter's focus on one of three methodologies proposed by Polkinghorne (1984): the phenomenological-hermeneutic. Addresses the suggested link…

The author responds to reviews by Kai Nielsen and Murdith McLean on his article "Indoctrination and Religious Education."

Contends that Horatio Alger's rags-to-riches myths can help modern students shape their beliefs and actions. Shows how students, by first understanding the simple mythic structures of the Alger stories, can become better able to examine more sophisticated and contradictory visions of life. (DMM)

Presents a summary of research on the effect of tabular and graphic presentation on reader reaction, reader retention, and reading time that found that comprehension, reaction, and reading time are enhanced by graphic aids. (JOW)

Harvey Daniels (1994) describes literature circles as small, temporary discussion groups consisting of students who elect to read the same text. As each member assumes specific responsibilities in preparation for the discussion, those members come to the discussion with supporting notes related to his or her role. One elementary teacher refined a…

The current trend in adult nonfiction is to incorporate greater and greater amounts of fiction into what is marketed as nonfiction. This trend is mirrored in today's nonfiction for children. Sometimes fictional characters are introduced and their stories are meant to serve as a vehicle for keeping the young reader's interest; sometimes stretches…

Finds that "Three Little Pigs" shows children what the world is like--depicting the conflict of choice, etc. Examines different versions of the tale and questions students about text differences. Gives questions for stimulating student response. (PA)

Explores how two-year college students may be assisted in the transition from reader response criticism to literary analysis and research paper writing. Proposes a heuristic that requires student researchers to draw on previous student essays on their topic. (TB)

Describes how one teacher uses children's literature to help children learn about the Holocaust. Shares reactions from some of the students to the literature. (MG)

Responds to E. D. Hirsch's "Cultural Literacy" and Allan Bloom's "The Closing of the American Mind," confronting questions of teaching values through literature. Argues that while teachers should deplore societal tyrannies, they can endorse the list proposed by Hirsch and allow students to develop their own responses to items…

Presents experimental tests of assumptions about the ways in which readers distinguish fact from opinion in a defamatory context. Examines differences in impact on readers based upon their perceptions of whether a report is fact or opinion. Finds that opinion causes more harm to reputation than does fact. (MM)