Lowman responds to questions concerning his book, "Mastering the Techniques of Teaching," and his views on student-teacher relations, his model for effective college instruction, specific techniques for motivating students, student and teacher responsibility for learning, and the applicability of his model for developmental education. (DMM)

Determined student opinion of the investigative laboratory by surveying both students who had completed an introductory biology course using this format and another group of more advanced students who had taken other courses since this one. Results show that a majority of students feel the format improved their problem-solving skills. (JN)

Compared 2,500 13- and 17-year-old students in the United States with 350 13-year-old and 340 17-year-old students in Israel using test items from the 1976 National Assessment of Educational Progress (NAEP) efforts. The study was designed to examine the results of school science upon affective outcomes of instruction. (JN)

Discusses a model that allows teachers to provide content and instructional strategies that are appropriate to students' stages of both mental and moral development. The model (called the Three Step Approach) is based on Lawrence Kolberg's theory and provides opportunities for students to actively explore value-laden issues. (JN)

Discusses the advantages and disadvantages of supervisory training provided before, during, or after promotion; supervisory coaching; the supervisory tryout; and optional courses. The author also recommends six essential points to include in a training program: job duties, policies and procedures, employee familiarization, attitudes and…

Presents the Relapse Prevention model, which provides the structure in which managers can analyze potential lapses in their own skill retention. Discusses training goals, self-management, specific strategies, choosing a skill to retain, imagery and prediction, and holistic training. (CT)

Presents the Claydon College Drinking Questionnaire, an instrument which was developed to evaluate the alcohol education program at the University of California, Santa Barbara. Data indicate it is a highly reliable and valid instrument. (Author/BL)

Describes the whole language concept and its manifestations in teaching. Argues that whole language teaching can be seen as a political activity since it returns power to the children and the teacher. (EL)

Compares the effectiveness of two types of classroom vocabulary instruction with a noninstruction type homework assignment. (FL)

Presents data from a literacy study of bilingual classrooms demonstrating that teachers have strong expectations and assumptions about literacy instruction, and that certain literacy methods, materials, and assumptions can also make literacy more difficult for the limited-English-speaking child. (HTH)

Describes how a remedial instructor joined forces with a regular classroom teacher and developed learning contexts that would enable students with learning difficulties to experience success at academic tasks through shared learning. (HTH)

Argues that overreliance on standardized tests contributes to the deterioration of educational standards, teacher passivity, and lack of student involvement in academic studies, thus undermining democratic education; lists several alternatives to standardized testing. (MCG)

Describes two teaching techniques for the foreign language classroom. The first involves the use of magazine pictures and simple drama techniques. The second, known as "task listening," asks students to listen only for certain things in a text and to carry out tasks such as completing maps, diaries, order forms, etc. (SED)

Reviews some of the research on listening comprehension and defines listening skills, such as comprehension of key points and "chunking." Describes an exercise using authentic oral and written material that is intended to develop reflective skills and suggests ways in which the exercise may be adapted for various learning levels. (SED)

Describes the experience of two high school French teachers who developed a curriculum for the nine French courses, according to school and departmental goals. The curriculum was developed according to the ACTFL/ETS proficiency guidelines. Examples are given of the format for Level One units. (SED)