Identifies the academic competencies and skills required for college success, as prepared by the College Board during phase one of Project EQuality. Lists competencies for reading, writing, speaking and listening, mathematics, reasoning, and studying. Considers successful study skills essential in acquiring all other competencies. (DMM)

Develops a comprehensive approach to human relations training (HRT) for teachers based on knowledge of student diversity and application of communication skills. Describes a model that integrates the two major components of HRT. Discusses specific goals, skills, and attitudes capable of being fitted into a teaching paradigm. (Author/RC)

This article describes a summer program for high school graduates planning to enter college and major in mathematics, or natural or health sciences. The program is Piagetian-based and designed to assist the students in preparing for problem solving in college by providing multidisciplinary concrete experiences in science and mathematics. (SA)

Presents a discussion of the need to present a realistic view of the process of science to students in the laboratory. Several activities and readings are suggested. (SA)

Describes the growing use of computers in our world and how their use will affect vocational education. Discusses recordkeeping and database functions, computer graphics, problem-solving simulations, satellite communications, home computers, and how they will affect office education, home economics education, marketing and distributive education,…

Applies social exchange principles to the difficulties of setting up a stepfamily. Discusses obstacles to role adjustment and maintenance of equity among members. Concludes that if the reconstituting family can establish a basis of trust, the stepfamily can merge as a developmental unit toward expansion and commitment. (Author)

Data on 140 eighth-grade earth science students were analyzed to see if logical thinking, instructional method, and the interaction between those two variables explained a significant portion of variance in achievement. Logical thinking was found to account for more variation in achievement than did treatment, although treatment also affected…

Describes social problem-solving programs for withdrawn and hyperactive children within a school context developed and implemented in a day care center, a Montessori nursery school, a Catholic elementary school, and a Catholic high school. Program implementation and some of the effects on the consultative relationship are also presented. (Author)

The author outlines thinking skills he feels are critical for students to learn for the present and the future. He includes a rating scale to help teachers evaluate how well they are promoting these thinking skills in their classrooms. (Part of a theme issue on the future in education.) (SJL)

Outlines a method for classroom presentation of model dialogues which uses the problem-solving approach to stimulate students' awareness and production of functional elements suited to a variety of attitudes and situations. Gives examples illustrating classroom activities designed for each phase of the teaching-learning process. (MES)

Computer assisted instruction is presented as a tool for helping students learn to successfully solve word problems. Four stages of developing a curriculum for elementary school mathematics, grades three through six, are covered. (MP)

Describes a social development program for elementary school children that was developed using systems methodology. All school members were involved. Both students and teachers reported positive changes, as well as improved school attendance. The problem-solving approach included: needs assessment, specifying objectives, generating alternative…

Described is a three-phase model for teaching problem solving to the middle school student. Phases include cue attendance, thinking aloud, and developing diagrams of steps to solutions. Because middle school students are in a transitional period in their cognitive processes, implementation of problem solving skills seems appropriate. (Author/DS)

Described are science objectives for middle schools. Suggested objectives include recognition of student physical and intellectual development; problem solving skills; integration of science, math and social science skills; and development of creative curricula to assist early adolescents to cope in a scientific and technological world. (DS)

Discusses the educational establishment and relates its position to the need for introducing controversial issues into elementary and secondary classrooms. The need for reform, beginning with science courses in the university, is suggested. (SA)