Reviews the results of research in language acquisition, interactional analysis, pragmatics, repair, error, and social and affective factors. Extracts four language teaching principles relating to acquisition activities in the classroom, the importance of affective factors, the communicative capacity of learners, and the nature and treatment of…

Reviews trainers' attitudes toward interactive video as well as how interactive video facilitates the learning process, the importance of the instructor, and a discussion of system hardware and the interface function. (MBR)

A study of variations in pupils' prior knowledge for their influence on the sequencing mode of text presentation found prior knowledge reduced the effect of size of sequencing procedures. A second experiment comparing performance of pupils with low prior knowledge level using websequence and linear sequence found webteaching was superior.…

The establishment of a diploma for teaching mathematics to low-achieving students in heralded. The difficulties in and need for such a course are described. (MNS)

A first computer lesson in algebra is described, with illustrations of programing by students. Standard algebraic notation with BASIC are discussed, and further activities described. The purpose is to use the computer so that it develops a rational understanding of the mathematical concepts involved. (MNS)

Through the use of history resource folders containing literature and primary source materials, elementary teachers can involve children in historical issues. Discusses how to design and construct the resource folders and provides suggestions for themes, source materials, and learning activities. (RM)

Examined are ways to overcome obstacles which often prevent creative teaching of legislative decision-making processes to high school students. A simulation dealing with regulation in the automobile industry is used for illustrative purposes. (RM)

Traditional teaching methods often do not motivate students to take an active part in learning. Gives examples of how concepts of creativity can be realized in schools. Writing poetry, meditation, fantasy/Utopian thinking, telling stories, can all be utilized in high school political education. (Author/CS)

Considers important elements of comprehensive faculty evaluation systems (e.g., provision of formative feedback for instructors performing unsatisfactorily and of incentives for excellence). Details the development and results of the evaluation system at Illinois Valley Community College. (LAL)

Encourages use of case studies to introduce "real-life" engineering assignments, suggesting that they should be given in a natural order as a series. Describes three such assignments being used at the University of the West Indies. Description, analysis, and design of an existing engineering system is included. (JM)

Questions about teaching rational numbers are discussed, dealing with when to teach the meaning of fractions and of decimals, when and how to teach computation with fractions and with decimals, and other issues. (MNS)

Division of fractions and division of decimals, both troublesome, are discussed in relation to helping students learn well and retain what they have learned. A strong conceptual base, mastery of related concepts and skills, and meaningful development are stressed. (MNS)

The effects of a teaching program in probability devised for students in grades five to seven were analyzed. Most of the notions were too difficult for fifth graders; 60-70 percent of the sixth graders and 80-90 percent of the seventh graders were able to understand and use correctly most of the concepts. (MNS)

Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Problems and suggestions concerning current media attribute and symbol system theories are described.…

Approaches to categorizing types of adaptive response are developed, these types are explained, and the consequences for individual institutions of responses made and not made are assessed. The extent of substantive change are associated with institutional type as reflected in the Carnegie Classification System. (MLW)