Describes the implementation of a writing across the curriculum program at one university's writing center. Discusses solutions to counter the strains placed on the center by this additional program. (MM)

Asserts that Basil Bernstein, a British educational sociologist, provides answers to questions about the real beneficiaries of various educational reforms. States that Bernstein's later essays can be read as variations on a single theme: not all change is progress, not all existing practice is reaction. (MS)

Maintains that if teachers articulate their objectives, translate the research and theory on children's learning for others, and work together, they will be effective in meeting today's mandates for educational accountability and will help children reach their full potential. (BB)

The rationale for employing severe discrepancy criteria in learning disability identification is discussed. Educational implications of two models for determining severe discrepancy are described (the variation model and the prediction model), and the importance of distinguishing between the two is stressed. (JW)

Discussion of the teaching of management in library education, focuses on curriculum aimed at raising awareness and developing positive attitudes, management as a permeating principle rather than a discrete subject, and the involvement of practitioners in curriculum design. A number of specific strategies for achieving these goals are proposed.…

Two approaches of statistical testing are critically reviewed. A new approach, which is a hybrid of the two, is proposed. The new approach requires the researcher to think about the two types of potential inferential errors and an explicit alternative hypothesis of interest. (VM)

Integrates family stress theory with empirical farm family research. Using the integration of theory and empirical findings, produces the Farm Family Assessment Instrument, a practical assessment instrument for use by farm crisis counselors who work with families who have lost or are losing their farms. (Author/NB)

Notes weaknesses in current writing theory as it fails to deal with the affective domains--emotion, memory, motivation, and value. Recommends that future studies should try to make knowledge of the affective processes clear and useful to teachers and students. (NH)

Discusses the need to prepare library school graduates for bibliographic instruction responsibilities, and describes the background, development, implementation, and evaluation of a course offered at the University of Illinois which combined bibliographic instruction theory and practice. Recommendations for future education in bibliographic…

Suggests ways students can benefit when elementary teachers combine reading instruction with art activities. (JC)

Describes generic problem-solving model constructed by D. Koberg and J. Bagnall that can be used by writing center tutors and that progresses as follows: (1) accept situation, (2) analyze, (3) define, (4) ideate, (5) select, (6) implement, (7) evaluate. Provides tutors with coherent framework and with way of breaking larger framework down into…

Concludes that teachers failed to follow the majority of recommendations found in the literature concerning seatwork assignments and did not assume a central role in students' learning. (FL)

Addresses the increasing separation between teaching and research and decides that the still close relationship between the two in literary criticism means that the enhancement of research is likely to be especially fruitful in improving teaching. (NKA)

Contrasts the traditional theory of composition with the new process theory of writing and concludes that the popularity of the new theory (with its student-centered teacher) is probably due to the compatibility of educationist theory with the unphilosophical temper of the age. (NKA)

Reviews research dealing with test wiseness and concludes that teachers and others who administer tests and those who review results should consider the degree to which test wiseness characteristics might have been operative had a planned effort been undertaken to provide special instruction. (FL)