Discusses a laboratory course with computer-assisted instruction which emphasizes uses of simulated data, students' improvement of experiments, and presentation of a tutorial self-test mode. Indicates that students' enthusiasm is mostly due to computer's potential for in-depth interactivity and conformity to real-life situations. (CC)

Studied the effect of collecting, correcting, and grading homework on student mastery of course content and the student activity and attitudes toward homework assignments. Concluded that there were no significant effects on academic achievement and students probably did not realize the importance of feedback in their homework activity. (CC)

Several key generalizations which students can derive about the legal status of ethnic minorities in the United States are identified, as are major events, treaties, and court cases essential for understanding the struggle for justice among non-Whites. (Author/KM)

This article deals with the basic techniques of teaching entire classes to cooperatively develop simulation games. The first section presents a model which serves as a nucleus for developing the instructional strategies in the second section. (Author/KM)

Considered conceptual learning in music education and its meaning for students. (RK)

Determines that the factor structure of the instructional model measured by the Michigan State University Student Instructional Rating System (SIRS) form could be replicated by an adapted version of the SIRS instrument at Florida State University. (Author)

A refutation of the two most common objections to the use of student evaluations in judging teacher performance: that the student cannot recognize good teaching and that student evaluations are biased by grades and expectations. (CH)

Discusses some aspects of the implementation of student projects in physical science teaching, involving timing, facilities, choice of projects, and student evaluation. Included are descriptions of five students' experience with project work. (CC)

A strategy game is presented that teachers (1) logical reasoning; (2) how to formulate a clear verbal argument that explains your reasoning; (3) basic mathematical skills and (4) computational skills. The game is adaptable for many levels of instruction. (JP)