Consists of five articles on the topic of competencies in vocational agriculture. Topics covered include (1) competency-based instruction, (2) competencies for agricultural recordkeeping, (3) competencies in hydroponics, and (4) competencies in agribusiness. (CH)

Studied effect of teaching style on moral development of prison inmates by comparing teacher-centered pedagogical style and learner-centered andragogical style. Results support use of andragogical style to produce moral development in adult students in correctional setting. (Author/BH)

Advocates cooperative learning as an effective tool for reaching slow learners, by bridging the gaps between the learning styles of slow learners and the teaching requirements of the classroom, resulting in improved academic performance for both slow learners and high achievers. (SR)

The study with over 2,500 children (ages 9-14) found the two approaches identified somewhat different groups of children as reading disabled despite little difference in performance on the Halstead-Reitan Neuropsychological Battery for Children. (Author/DB)

Mildly handicapped elementary-school students (n=17) were taught information from a social studies textbook using a mnemonic instruction approach or more traditional, textbook-based instruction. Under mnemonic instruction conditions, students performed significantly higher on both immediate and delayed chapter tests than under traditional…

Classes of 9th-grade and 11th-grade students with deafness read contemporary poetry and created their own poems through writing, sign language, and mime. The poetry of the profoundly deaf students followed the syntax of sign language, while students with residual hearing focused on the elements of form, especially rhyming. (JDD)

Reviews Goetze's dissertation investigating two factors that affect accuracy in young children's singing: the presence of other voices in unison singing, compared with individual singing, and the use of text rather than a neutral syllable. States that the research is of high quality leading directly to classroom practice. (LS)

Takes the position that sociology teachers should expand their role to help students write better. Outlines the goals of speculative writing and demonstrates its usefulness in the sociology classroom. Describes classroom experiences using speculative writing and offers suggestions for enhancing its effectiveness. (KO)

A rationale for restructuring preservice teacher education programs to include higher-order thinking skills is presented. Models for such programs are reviewed and strategies are provided for course revision that reflects the infusion of a higher-level thinking emphasis. (IAH)

Results of research based on observations of four- and five-year-olds indicate that in pretend play, children acted more mature, played together more, and were more social than in nonpretend settings. Suggestions are offered for classroom activities, for preschool through middle school, that incorporate pretend play. (IAH)

Data from two samples of 32,862 and 6,757 males, respectively, from the Danish draft board indicate that gains in intelligence test scores are continuing and are concentrated among lower intelligence levels. Monte Carlo simulations suggested that this distributional change did not result from a ceiling effect in the test. (SLD)

Summarizes research on disjunctive versus conjunctive, and multistage versus single-stage problem solving in a classroom setting. Concludes that students working in groups are less likely to drop out of class, give higher subjective motivation to learn ratings, perform better on tests, know more classmates, and score higher on Raven's Progressive…

Argues that little is known about the teaching of writing beyond what good teachers have always known: that some students learn without teachers; that some students learn if they are given simple assignments, have their papers read with respect, and are taught the few simple things that can be demonstrated simply. (RS)

Describes a research paper assignment in which students choose a controversial news event reported by six to eight newspapers and arrive at a thesis by comparing the accounts. Notes that students become truly engaged with the assignment and that engagement shows itself strongly in the intelligence and life of the papers. (RS)

Explores the special features of the recently published teaching guide, "GCSE Contexts." Asserts that the teaching suggestions in this book are not the definitive answers to the teaching of literature. Warns that "GCSE Contexts" trivializes literature and illustrates current problems in the teaching of English. (KEH)