Presents desirable teaching behaviors that can help teachers provide effective instruction in writing and deal with all three stages of the composing process. (FL)

Contends that measurement-driven instruction (MDI) has numerous interrelated and pernicious effects on curriculum, instruction, and learning. Shows that MDI fragments, narrows, deflects, and trivializes the learning experience and furthers the teacher-dominated classroom. Successful response to a set of questions does not equal understanding.…

Counters Gerald Bracey's rejection of measurement-driven instruction (MDI), especially the latter's "cursed trinity": fragmentation, deflection, and trivialization. Points to eminently successful modes of MDI and urges educators to emulate them. (MLH)

Offers the final word on the measurement-driven instruction (MDI) debate in this "Kappan" issue. Claims that Popham's article is internally inconsistent and provides no examples of well-constructed, instructionally illuminative tests. Also lacking are teacher testimonials and evidence that MDI programs are cost-effective or oriented…

A discussion of the role of drama in education is presented which includes historical background and current trends. Problems that have developed in curriculum development are offered. (DF)

Relationships between structural, semantic, and verbal statements about art were investigated to observe the effect of verbalization on the art viewing process. Various studies are cited that give evidence that learning in the arts has psychomotor, affective, and cognitive aspects. (DF)

A teacher discusses how computers can be used in the classroom to increase individualization, motivation, and creativity. (DF)

Two studies involving learning disabled elementary students examined two procedures shown to facilitate concept acquisition among normal children: selection and sequence of positive and negative examples and analytic assistance during concept learning. Examples did not facilitate concept acquisition, and exposure to a simple strategy actually…

This study describes strategies fifth- and sixth-grade children used to solve the problem of determining how to control a "vehicle" they "drove" by pressing particular keys on a computer. The problem involves identifying or discovering a set of cause-effect relationships. (Author/JN)

Describes an instruction approach for teaching external clues that context clue instruction occurs over many years at all grade levels and asserts that this can used for learning vocabulary. Defines external context clues as syntactic and semantic elements within and among sentences. (SRT)

A prototype cognitive neuroscience/learning style preservice teacher education program was designed and experimentally implemented at The Ohio State University. The program is described and results of two followup studies are summarized. (MT)

The linearly ordered content domain (LOCD) concept is discussed. A logistic analysis of the occurrence of first introduction of spelling words into the curriculum is presented, the results, along with word length, number of neutralized vowels, and an index of word familiarity are used to predict word location on the spelling LOCD. (Author/DWH)

This study explored whether 142 teachers from different academic disciplines possessed different theories of knowledge and different attitudes toward education, and whether those attitudes affected classroom practice. Findings indicated that, on three of four scales used in the study, teachers differed as a function of academic discipline.…

Considers recent academic work on critical thinking, including studies of developmental stages and appropriate curricular responses. Classifies current curriculum proposals into four groups, suggesting ways of combining approaches and offering suggestions for classroom implementation. Considers the benefits of developing higher-order thinking…

Reports two studies of kindergartners', second-graders' and fifth-graders' recall of objects from self-generated scenes. Finds that increasing organization of background improves recall and that instructing subjects to create a story improves both recall and rated organization of generated scenes. Suggests that greater association between items,…