Views teaching as a form of translation. Discusses the prospects of precise teaching and sets forth some thoughts concerning an ideal model. Delineates discussion from the literary, mystical, and philosophical dimensions in order to elucidate the instructional tasks of religious education. Points out the paradoxes of teaching. (KO)

Compares the effects of drama and discussion as planning activities for narrative writing in the second and third grades. Finds that writing quality of the group that used drama activities (developing individual ideas for stories through paired improvisations and role plays) was significantly higher than that of the control group. (SR)

Compared psychological well-being of elderly nursing home residents who participated in reminiscence and current topics group discussions with control group of residents. Rated participants' happiness/depression, activity, mood, and functional levels before and after intervention. Intervention had significant effect only on happiness/depression…

Discusses movement toward interagency cooperation for service delivery for handicapped, emphasizing importance of preservice education. Describes special education course at Ohio University in Athens, Ohio. Course designed to encourage communication of knowledge, attitudes, and coordination of skills in service delivery. Suggests new directions…

Discusses three models of consultation and their assumptions regarding the roles and responsibilities of evaluation consultants, suggests collaborative approaches as appropriate for evaluating the internal functioning of distance education programs, and presents the application of a collaborative model to the selection of evaluation issues at…

The article describes a social skills training group for 10 British autistic children (ages 9-16 years) which aimed to integrate them into the regular classroom. The weekly sessions were held over 4 years and followed guidelines of G. Mesibov and S. Spence. (Author/DB)

Through lively discussions of specially selected texts, students of diverse abilities often discover that they can learn a lot from one another. The Touchstones Project in a Baltimore (Maryland) middle school features group discussion of classical texts. (Author/TE)

Discusses a teacher's difficulties in using reader response approaches to engage her students at an urban alternative high school. Examines their resistances to discussion and personal response. Offers a few approaches the teacher has been trying, with some success, to overcome these resistances. (TB)

Discusses a study examining the perspectives of three gifted middle school students on peer-led discussions and on each other. Highlights issues of voice, gender, interruption, and empowerment. (SR)

Describes the discussion continuum, a class activity that helps readers to interact with the text by taking a position that they will have to support. Notes that it promotes lively class discussion. (SR)

Librarians can play a major role in the development of Holocaust literature programs for libraries and classrooms through reading strategies, including annotation, shared inquiry, and interpretive discussion. Librarians and students use writing journals to articulate and exchange questions, comments, and feelings about the books they have read.…

Describes CHMINF-L (Chemical Information Sources Discussion List), including the history of its development on the Internet, its place in today's chemical information environment, and its possible future developments. Typical postings are described, subscription information is included, and listserv features and the future of listserv and similar…

A longitudinal study of the retention and academic performance of college freshmen taking freshman seminars found that participating students with higher Scholastic Aptitude Test (SAT) scores were significantly less likely to leave college than nonparticipating controls, and participating students with lower SAT scores showed slightly better…

Describes an open-discussion format for an eighth grade literature class in which students engage in higher order inquiry and clarification skills which then transfer to their reading and writing tasks. Provides rules for open discussion: be courteous; tolerate silence; and self-evaluate. Includes a sample discussion cue sheet. (MM)

Analysis of transcripts of nine undergraduate lectures in the humanities and social sciences found that professors used asides and local breaks in topicality to increase global semantic and pragmatic unity, introduce various mutually reinforcing interpretive frames, resolve apparent contradictions, highlight contrast, and establish relevance and…