Three classroom games for practicing addition skills are described; giving number of players, equipment needed, and directions. All materials can be readily and inexpensively prepared by the teacher. (LS)

Two activities that provide motivation for drill problem-solving work are described. Solutions to problems are associated with coded letter puzzles which provide instant feedback as well as motivational interest. (JP)

Assuming schools have the responsibility to provide an atmosphere in which students may develop desirable attitudes, extracurricular task experiences may be means to an end. This proposition is investigated by study of effects of play production task experiences on student attitudes. (Author/JN)

A review of several studies on the role of concrete and symbolic models in facilitating the learning of mathematical ideas, and a discussion of their implications for instruction are presented. (DT)

The promotion of selected student behaviors and awareness of the social construction of reality'' appear to be as severely neglected outside of the social studies as within. The directions and tools to end this aspect of educational lag are available and need only be implemented. (Author/CB)

Suggestions are given for the preparation and evaluation of projects and exhibits. Extensive examples of a wide range of student-developed projects are described. A listing of project topics with references is included. (LS)

Suggestions for organizing and implementing a math-lab approach are given. Devices useful with the topic of place value and manipulations with the geoboard are discussed extensively. Many other materials are listed and referenced. (LS)

The advantages of visiting points of interest close to home or more distant travel to provide stimulating experiences for gifted children are considered. Ideas for making history, literature, nature, science, and the arts interesting are suggested, including materials, books, and music that can be explored in conjunction with the tours. (SEW)

Undergraduate field courses in land use studies at Leicester Polytechnic (England) are described. Students participate in site visits, data processing, problem solving, and simulations. Fieldwork for undergraduate students should relate to a broad and complex picture of how land use decisions are made in a capitalist society. (Author/KC)

The author disputes key points about John Dewey's views on education and experience made in an article by Donald Vandenberg (Educational Theory, Summer 1980). In particular, Beckett asserts that Dewey's ideal of growth is thoroughly consistent with his view that education is a lifelong process. (PP)

A four-part rationale for incorporating cross-cultural experiential learning into teacher education programs is presented. To support the claim that cross-cultural experiences contribute to classroom effectiveness as well as to personal growth, examples of successful programs are given and pertinent research studies are cited. (PP)