Describes a project in which students combined personal narratives, drawings, and Japanese woodblock prints. Includes three examples of students' stories and prints. (SR)

Describes four computer-assisted teaching strategies for nonfiction (originally used for teaching fiction). (SR)

Describes various group discussion activities for fostering discussion skills in the English classroom. Discusses "fishbowls" and "creative controversies." Outlines the five basic elements of any cooperative lesson plan. Shows how teachers can successfully implement cooperative learning in the classroom. (HB)

Discusses specific technological competencies needed by preschool teachers who work with young children with developmental disabilities. Notes that the competencies were selected based on their applicability to preservice preschool teachers and the duties they perform in the classroom. (RS)

Presents a seven-step model that describes a cognitive and behavioral loop that may explain actions of some impulsive and out-of-control youngsters. Suggests some intervention strategies that take the cognitive loop into account and help the student work toward personal control. (SLD)

Merging constructivist learning theory with a scientific literacy emphasis can motivate students while developing valuable skills. In classrooms that incorporate learning theory, knowledge acquisition is a means to an end rather than an end goal. (SK)

Self-report profiles of 50 students and 10 interviews indicated that initial learning styles used in a new context are those that were previously successful; however, technology projects required different strategies. Peer appraisal of portfolio work can be a significant catalyst in shortening the period of change to new strategies. (SK)

Examines the supervisory beliefs preferred by student teachers at the elementary and secondary levels. Finds that student teachers preferred the collaborative supervisory style, and suggests that collaboration resulted in improved communication and enhanced teaching and learning. (SR)

Argues that teachers should facilitate and promote the admission of children into the "literacy club," but notes that many teacher-education students are not yet active, passionate members of the literacy club. Describes using "reading clubs" in teacher-education courses to expose preservice teachers to the passion and joy of…

A study tested the validity of the Diagnostic Assessment for the Severely Handicapped-II (DASH-II) for determining the presence of mania (bipolar disorder) in 22 individuals with severe mental retardation. Results found the mania subscale to be internally consistent and able to be used to classify manic and control subjects accurately. (Author/CR)

Describes the following four conceptions of teaching and discusses each in the context of quality management and evaluation in universities today: (1) performance, enactments, and engagement, including long-term appraisal; (2) industrial production, including product standards; (3) professional practice; and (4) personal calling or vocation.…

Explains a taxonomy of basic skills of science practicals that is used in the assessment of secondary science students. Details the assessment scheme which involves the evaluation of students through laboratory practical examinations, observational assessment, and written records of academic sessions. (DDR)

Science education is not exempt from the general criticism that research has had little effect on classroom practice. Argues that teachers do not reject research about practice, they ignore it. Contains 46 references. (DDR)

Describes a development, research, and improvement framework for conducting comprehensive program assessment in physical-education teacher education (PETE). The framework includes questions that guide PETE faculty through program assessment to create customized plans. Data from observation instruments, qualitative techniques, and psychometric…

Explored teachers' self-reported assessment practices and the influence of teaching experience, grade level, and subject area on those practices. Surveys of 893 teachers in 34 schools indicated that they used observational assessment and performance tasks more frequently than traditional assessment. Experienced teachers, elementary teachers, and…