Examines group oral response to literature as a method of large-scale assessment with eighth graders. Finds that (1) the method is manageable for wide-scale testing; (2) the process simulates classroom conditions and activities closely; (3) the process allows for teacher input and participation; and (4) students find the activity enjoyable. (PRA)

Describes how a middle school teacher used team teaching and modeling to help a student teacher learn how to teach. (PRA)

Outlines a method for teaching kindergarten students to model and write journal entries. Discusses also responding to the entries, assessment, the writing environment, and parent involvement. (PRA)

Offers an approach for integrating reading and writing through literature study. Discusses preparing the classroom environment, prereading activities, sustained silent reading, minilessons for related skills, enrichment, and a follow-up activity. (PRA)

Presents critical analysis of an earlier article, and argues that, although the validity of the High/Low distinction is questionable, it is possible for practical testing purposes to obtain reliable judgments from properly selected and trained judges. (seven references) (GLR)

The importance of incorporating discussion into college lecture classes is discussed, problems in starting and expanding exchange of ideas are examined, and techniques for "raising the intellectual temperature" of a class are offered. Anecdotal examples are drawn from observations of teachers in a variety of discipline contexts. (MSE)

Many college students are paying others to attend lecture classes and take notes, a practice that angers many professors and caused one university to sue a note-taking company over copyrights. Although students and some faculty say the notes are helpful in large, impersonal classes, others say they encourage poor attendance. (MSE)

This study used a data-based assessment to identify reinforcers and punishers for successful treatment of two children with severe destructive behaviors. Results suggested that empirically derived consequences may be useful in decreasing destructive behavior when a functional assessment is inconclusive or suggests that internal stimuli are…

Elementary and secondary classroom teachers (n=142) were surveyed regarding the specific instructional approaches and/or modifications used with students having mild disabilities. Results suggest that general classroom teachers do not consistently make effective accommodations for students with mild disabilities. (DB)

Two papers by Alfred Stover and by Amy Schlessman-Frost and T. Frank Saunders are presented that were part of a panel discussion on "Research and the Classroom" at the University of Arizona Fourth Annual (1993) Roundtable of the Center for English as a Second Language. (seven references) (LB)

Discussion of the assessment of the quality of library reference service focuses on four aspects of service interaction: user needs and expectations, staff behavior and communication skills, the reference environment, and staff morale and workload. Measurement techniques for each aspect are also described. (Contains 36 references.) (LRW)

Presents techniques for teachers, parents, schools, and communities to promote young children's social development. Cites research findings supporting these techniques, which focus on interpersonal interactions of caregivers with individual children or small groups of children. (HTH)

Describes a case study of the Tuskegee Syphilis project to help demonstrate the use of the case study method in instruction. This is one of a series of articles written to stimulate interest in and discussion about the use of the case study method in teaching undergraduate-level science. (ZWH)

Discusses the problems associated with poor writing skills among students, means of addressing these problems, and tips for teachers who are considering using writing in their courses. (ZWH)

Considers the teaching of general chemistry in light of the actual practice of the science and the way that chemical knowledge is advanced. (ZWH)