Presents ten propositions for increasing the likelihood that simulation game participants will learn to make more adequate decisions as a result of game play. (CMV)

Discussion of the TOTE unit, Piaget's research on learning, and the use of conceptual conflict to illustrate the concept of conflict in relation to motivation and its implications for instructional design. Research which indicates that motivation is enhanced by the use of conflict for nonroutine reactions is reviewed. (JEG)

Contends that a comprehensive mass communication education program must include a consideration of theoretical issues such as the social influence of the media and offers a rationale for, and a description of instruction regarding such a theoretical issue. (MH)

Describes a unique approach for teaching biology to non-majors. The system used is an adaptation of the audio-tutorial approach and the use of teaching modules called "concept-paks." (VT)

Discussion of issues focuses on a bahavioral paradigm; the design of games and simulations consonant with the framework of that paradigm; and the simulation, Interact II, designed especially to operationalize that perspective. (CMV)

Presents a rationale and specific suggestions for planning a language development program for students with severe language problems. (DD)

Describes a teaching method in which undergraduate psychology students carry out simulated research studies. In response to model problem situations, students develop a research design and then are given data which might have been obtained if the design were carried out. The condensed experience clarifies aspects of the research process which…

Reports a study made to determine the perceptions of secondary science teachers with respect to their preferences for classroom instructional approaches and management strategies. (SL)

The author investigated pupil reading achievement as related to teacher emphasis on individualized instruction, language development, comprehension skills, diagnosis, word attack skills, oral vs. silent reading, and other, not easily classifiable, skills. (MJB)

Suggests that creative drama, including story dramatization, must include components such as rhythmic movement, pantomime, story improvisation, minimal situations, and teaching-in-role in order to produce educational benefits from a cohesive learning sequence. (MH)

An important part of curriculum planning for the teacher is knowing how to evaluate time expenditures against learning goals for individual students. (JD)

Subjects were presented either single items over trials for free recall, constant groupings of two words each over trials, increasingly larger groupings over trials, or progressively smaller groupings over trials. Evaluates the effect of these presentations on recall as well as instructions to use images for more organized recall. (Editor/RK)

Studied effects of three sets of instructions on poststress state anxiety (A-State) of 78 seventh-grade children. Results indicate only instructions for reporting anxiety during the test showed significant increases in A-State. Apparently, state anxiety can subside in a matter of a few minutes after cessation of a stressor. (Author)

This discussion of formative evaluation as part of the instructional design process focuses on developmental testing and expert review. A review of the literature helps define each approach, research on formative evaluation is reviewed, and 37 references are provided. (LRW)

Discussion of employment possibilities for educational technologists focuses on their employment in public schools. A study is described that interviewed 10 school-based educational technologists to determine how they are currently using their instructional design skills and how they ought to be using their skills within their districts. (LRW)