The authors describe their experiences and give suggestions for training inservice special education teachers to use the Visual Response System (VRS), a specially designed classroom in which each student responds to every question or problem by means of overhead projectors and headphone-microphone sets. (CL)

Discusses the advantages of a technique that requires children to respond simultaneously to the teacher's oral questions, and suggests ways to apply the technique to reading instruction. (DD)

Suggests three techniques for expanding the range of students' responses to literature. (DD)

Explores emotional peer helping, whereby students attempt to provide support, comfort, be understanding, and/or listen to the problems of their peers, particularly peers with who they feel close. Results suggest that many students may find themselves helping a peer with problems, yet most students chose not to contact the campus counseling service…

To obtain information for planning school goals and activities, Armwood Senior High School (Seffner, Florida) decided to interview graduating seniors concerning the curricular program. This article reviews survey questions and significant responses. (MLH)

Describes the reaction of first-year composition students to a classroom performance of John Cage's 4'33" [his most (in)famous piece] and discusses the role of silence in the composing process. (NH)

A survey of students in Channel One and control schools showed that regular viewing of Channel One reinforces materialistic attitudes. Youngsters are bombarded daily with advertising from adolescent-oriented radio stations, magazines, and TV programs outside school. Channel One does provide educators with a excellent opportunity to educate youth…

Argues for the use of nonfiction in classrooms. Presents three passages from sources usually far removed from the typical secondary language arts classroom to help make the point. Concludes that just as the study of fiction, drama, and poetry help students explore their thoughts and feelings, nonfiction can offer a reality check with which to…

Shares American Indians' reactions to "Little House on the Prairie," provides a short description of critical pedagogy and critical literacy, and then shares fifth-graders' responses to the book and their move toward critical reading. Concludes with five suggestions for working with historical fiction. (SG)

Describes how patriotism in the wake of September's terrorist attacks is prompting more students to consider ROTC, but not necessarily to enlist. (EV)

Imagine if teachers could view their students' thinking, like peeking inside a pot of cooking stew to see if it is done. Wouldn't it be nice if they could know what their students were learning, while they were teaching them? Most teachers use a variety of classroom techniques to understand what their students know and can do. Tests, quizzes,…

Mathematical reasoning is the cornerstone of mathematics learning and should be the focus of mathematics teaching. Two mathematical problems are presented, which describe students' responses, and highlight how students demonstrated mathematical reasoning in the midst of working on these problems.

The authors explored 294 college students' reactions to a professor's request for a meeting as a function of the clarity of the request and students' attachment style. Students were randomly assigned to read 1 of 2 notes written by a professor--" Please see me" or "I would like to help you understand this material. Please see me." Data collected…

Rehabilitation counselors work with clients who have a variety of counseling issues related to grief and loss--including potentially life-threatening illnesses and disabling conditions, the death of loved ones, and loss of employment--and there is a documented need for additional training to serve these clients better. This paper provides an…

This study investigated young children's reports of when learning occurred. A total of 96 4-, 5-, and 6-year-olds were recruited from suburban preschools and elementary schools. The children learned an animal fact and a body movement. A week later, children learned another animal fact and another body movement and then answered questions about…