The method for modifying existing training courses for international students that is described includes conducting audience and needs analysis; matching audience needs to existing course objectives; and material modification. Specific modifications helpful in redesigning course materials are discussed. (MBR)

Discusses methods for integrating mathematics with study of culture and history to encourage awareness of its role in everyday life: comparing number words in foreign languages; discussing number origins, numerical symbols of ancient societies, games of skill and chance; and examining different housing styles to develop geometry and measurement…

One of the many separations that children meet with a combination of delight and anxiety occurs when they leave preschool for kindergarten. Suggestions for involving parents and planning for school leaving are included with a resource list on "school leaving". (AS)

Examines studies of literacy instruction in American schools during the past 10 years both in terms of the notions that guide current practice and in terms of recent conceptions of literacy. Concludes that current literacy instruction limits students. Proposes an alternative view of instruction grounded in the concept of instructional scaffolding.…

Describes a poetry workshop in which the teachers intended to teach the students but instead found themselves learning with the students. Discusses the importance of elder poets' use of reminiscence and relationships. Techniques that were used, such as audiotaping and discussion of poems, and formula stems are explained. (CT)

Compared the accuracy of self-assessment to expert assessment based on an assessment center procedure for a sample of 66 college students. Significant discrepancies were found between the student's and assessor's ratings on 10 of the 13 dimensions assessed. (JAC)

Discusses learning how to compose a film as one way children can learn the valuable lesson of how to give form to ideas and shape to thought. Presents the stages of composing a film and a sequence of filmmaking activities for introduction at progressive grade levels. (HTH)

Focuses on (1) the disparities between reading and writing instructional methodologies, (2) the misconceptions students seem to draw if these disparities are not brought to their attention, and (3) the recursive relationship between written and oral language. Contrasts the relationships between main ideas and details in reading processes with…

Suggests adapted teaching strategies that can help meet the deaf students' special needs in reading. (FL)

Concludes that students whose teachers participated in process-model inservice training performed significantly better on a number of writing evaluation criteria than did those of teachers who had relied on a skills-approach technique.

Argues that the current trend toward abandoning teacher education comes at an inopportune time, since recent research creates opportunities for meaningful reform. Discusses findings concerning instructional and classroom management techniques and their effects on student achievement, the classroom applications of such findings, and consequent…

Reseach on use of questioning in classroom teaching reveals that recitation is a poor method, but teachers use it anyway because it is effective in teaching curriculum that is largely textbook based. Teacher educators may be advised to help teachers learn to use recitation well. (MD)

Summarizes an experiment where a 12-year-old boy was sent to a College d'Enseignement Superieur (C.E.S.) to learn French for six months in France. Evaluates the results of the experiment and how the pedagogical approach can be applied to language teaching in the United States. (SED)

A systematic analysis of extant studies reveals a very weak inverse association between the size of class enrollment in a college course and students' overall evaluation of the course and its teacher, as well as between class size and evaluations of instructor's skill in presenting material and communicating information. (Author/MLW)

Argues that critical thinking and problem-solving skills are best taught (and learned) as part of the instruction in the regular content areas. It is suggested that teachers should be more explicit when using specific thinking skills and point out when students are engaged in using those skills. (MBR)