Reports on a study conducted to assess the effectiveness of two strategies, both involving desensitization, for reducing grade-school children's emotional reactions to mass media. Finds that while both strategies reduced emotional reactions, only the rehearsed explanation altered children's conceptions of the dangerous object. (SR)

Reports a conversation between Cleanth Brooks and Willie Morris concerning changes in literature during the postmodern era. Discusses narrative form, arguing that contemporary literature is moving away from story telling. Contends that the small percentage of the public which reads serious fiction is the reason for this shift. (KO)

A study of 152 teacher preparation students, at three different training levels, found that students considered social defiance behaviors (destructiveness, aggression, disobedience) by pupils less tolerable, more controllable by the child, more costly, and more likely to be managed with restrictive behavior than social immaturity behavior…

Examines whether men exposed to filmed sexual violence are less physiologically aroused and less emotionally responsive to subsequent depictions of violence against women. Investigates, secondarily, the magnitude of the relationship between physiological reactions, emotional reactions, and subsequent judgments. (MS)

Examines tasks provided for students in most literature textbooks used in the United States, noting that these tasks typically control students' responses to literature. Relates these tasks to current theory and research on the reading process. Describes activities from literature texts used in Canada that facilitate literary response. (MM)

Outlines the importance of a literature-based curriculum that encourages higher-order thinking skills. Discusses the reader-response approach to language arts teaching as a valuable instructional process, that emphasizes the connections between what is in a text and the reader's previous knowledge and experience, thus fostering higher-order…

In a study of student response to feedback, data were collected by two questionnaires reflecting the actual feedback and wider attitudes. Results suggest that feedback procedures and their rationale must be made more explicit, and that techniques for producing permanent change must be explored. (Contains 23 references.) (Author/LB)

Examines the way that value mediates the construction of meaning, how the active processes of constructing meaning are molded around value. Explores how a description of the writing process in terms of value might inform classroom practice--how it might affect teacher perceptions of what students are doing in their writing and how teachers comment…

Compares time-block scheduling efforts at two Pennsylvania high schools. The small-town school chose a semester-block system; the small rural school chose a trimester arrangement. Despite setbacks arising from changing leadership in one school and changing programs (mastery learning) in the other, the intensive time scheduling projects will…

Summarizes results of a 3-year national study of performance assessments' effects on teaching and learning, based on visits to 16 schools implementing these assessments. Performance assessments marginally affected curriculum, but substantially influenced instruction and teacher role. Changing assignment and assessment format will not increase…

Administration of 2 affective tests to 89 students with learning disabilities (LD) in grades 4-8 revealed that subjects perceived the school environment and academic tasks as 2 separate factors. LD students, compared to nondisabled students, exhibited more positive attitudes toward the school environment than for academic learning tasks. School…

Discusses teacher participation in curriculum development from the South African perspective. Views from Soweto teachers are presented; they explain that while a minimal lack of participation does exist, for pedagogical, political, and modernization reasons, participation is vital. (GR)

Teacher evaluation is problematic because it combines two conflicting tasks: improving instruction and judging performance. A Boston elementary principal gradually devised an informal supervision/evaluation system involving brief, random, and frequent classroom visits followed by praise, affirmation, suggestions, and constructive criticism. Even…

A New Zealand mail survey (n=1,376) and interviews (n=497) evaluated the long-term impact of physical, emotional, and sexual abuse of female children surveyed as adults. Similarities in outcomes among the three forms of abuse were more apparent than differences, though sexual abuse was particularly associated with sexual problems, emotional abuse…

Analysis of interactions during 55 videotaped interviews of high-risk sex abuse cases found no support for the assumption that a credible disclosure of abuse must include the display of emotion by the child. Some behavioral differences between preschool and school-age children were found, but no gender differences. (Author/DB)