Undergraduates can play a large role in their peers' experiential learning. A peer facilitator program must use sound principles of recruitment, training, supervision, and evaluation, and can have both immediate and lasting benefits for the students involved. (MSE)

Research on the conceptual notions of fractions held by students at various levels of schooling is discussed. A method of approach to instructing students on fractions that seems to hold considerable promise is also covered in detail. (MP)

Research evidence has pointed to the efficacy of integrating academic subject matter with movement experiences for children. Since language is the most important skill children learn in school, a methodology which uses learning centers, simulations, games, and other learning modes involving movement needs to be developed. (JN)

Reports how new professionals in one institution experienced the three first-year tasks--job mastery, social adjustment and professional development. (Author)

Presents four experiential excercises based on Native American culture for use in education, communication training, and counseling. These excercises are intended as vehicles for personal growth and aids to learning about Native American culture. (RC)

Describes an experiential activity in which students enrolled in an interdisciplinary (history and anthropology) prehistory course at Leeward Community College (Hawaii) could simulate prehistoric conditions in a remote area. Presents a rationale based upon the influence of experiential learning on self-esteem and academic success of…

Claiming that as educators have developed alternatives to traditional education they have also thrown out the babies of cultural insight with the bathwater of educational bureaucracy, this paper explores two heresies--the "learning by doing" and "reforming by doing" heresies--that limit and may ultimately threaten the…

Introducing exemplary theory and research findings bearing upon adult experiential learning, this article describes three emerging learning models that are "active" oriented. Implications for the future in terms of individual learning and postsecondary institutions are highlighted. (Author/DS)

In general, "hurt" individuals emerged from programs involving here-and-now social interaction, confrontation, rejection, low structure but with some support, and anxious trainers. Positive outcome was related to programs involving low dynamism, low confrontation, little interpersonal feedback, and high structure with nonanxious…

Calls for increased and systematic efforts in educational research to provide for meeting the new tasks of education. Enumerates five types of changing conditions that affect schools and colleges today. Emphasizes that educational development, evaluative research, and wide utilization of new knowledge are essential to the attainment of new…

Presents the practical curricula developed at Amarillo and San Antonio Colleges to prepare students with entry-level skills in radio and television production. Emphasizes that along with developing practical skills, the success of the program also depends upon faculty, facilities, and laboratory experience. (CAM)

Problems related to representing mathematical concepts with computer models are discussed. The pros and cons of computer assisted instruction (CAI) in aiding students is discussed in relation to a pilot study at the University of Edinburg, Scotland. (MP)

Research on adult learning suggests that direct and concrete experiences where the learner applies what is being learned are an essential ingredient for in-service education. Abstract, word-oriented talk sessions are not adequate to change behaviors. (Author/MLF)

A theory of experiential instruction based on the ideas of Jerome Bruner is proposed. Four general requirements of instructional theory are examined and it is recommended that research and development refine and improve the practice of experiential instruction. (Author/SF)

A comparison of the effects of didactic and experiential death education curriculums show no decrease in death anxiety from mid- to posttesting for any treatment group. Anxiety was increased from pre- to mid-testing for some students. Results may be due to model deficiencies. Further research is suggested. (JAC)