Presented is a script for a classroom presentation introducing weighted means and geometric means to students who are already familiar with arithmetic means. Frequent questioning is included to keep the students mentally active and involved in the development of this new idea. Typical student responses to these questions are provided. (CW)

Presented is a demonstration of magnetostatic image poles in the presence of ferromagnetic materials. The experimental set up and probable results are discussed. Real and image systems are illustrated. (CW)

Discussed is the tendency of students to equate the concepts of continuity and connected graphs based on their lack of an understanding of such concepts as limit points, closed sets, and connected sets. Included is a theorem with three lemmas with their proofs. (KR)

Significant changes in the General Educational Development Math Test require a change in teaching methods. A structured problem-solving approach focused on applying principles and interpreting abstract data will stress process as well as content as required by the test. (SK)

Describes methods of introducing ceramics to preservice teachers, emphasizing creativity and enjoyment rather than skill building. Maintains that these methods are less intimidating for new students and that they will encounter the necessary skills while being creative. (KM)

Reports the results of a survey of Wisconsin secondary social studies teachers designed to answer the question: To what extent do teachers use simulations? Describes the study designed to replicate an earlier survey of Ohio teachers in 1979 by J.J. Blaga. Compares the results of the two surveys. Concludes simulation use has increased. (RW)

Maintains there is a positive correlation between the study of ideologies and democracy, stressing that political theorists should teach political ideologies. Examines the current debate over the study of ideologies and the history of ideology. Suggests ways studying ideologies teaches students democratic values, and defines democratic thinking as…

Proposes teaching political philosophy utilizing a model of Socratic discussion. Describes the use of Socratic discourse in a course entitled Contemporary Political Thought. Divides the course into three components: "the man on the street" analysis of issues; the use of social science literature; and philosophical readings on the issues.…

Describes how three groups of twentieth-century U.S. artists--Landscape and architectural artists, pop artists, and the photo-realists--used the object as the primary image in their artwork. Maintains that this approach to studying still life may be more relevant for teachers and students today. (KM)

Proposes teaching students skills for integrating theological inquiry with scientific, economic, and political issues concerning the environment. Suggests classroom exercises designed to bridge the gap between theology and environmental science. Discusses classroom texts drawn from theological, philosophical, and biological sources. Elucidates…

The status of school finance research and priority tasks to be undertaken in the next round of research are outlined. Both substantive and methodological issues are addressed. Finance-reform relations, methods addressing equity in funding distribution, and neglected areas of study are covered. (TJH)

Reports the first phase of a project to develop an instrument for student evaluation of college faculty that can be applied across the curriculum. Suggests that the evaluation process should begin by developing a model of teaching effectiveness. Outlines a procedure for developing an instrument to measure teaching effectiveness. (MM)

Identifies four techniques that are effective in teaching technical writing to non-native English speakers: (1) one-on-one conferences aimed at easing language apprehension; (2) meticulously detailed and clear instructions; (3) teacher leadership through successive drafts of students' technical reports; and (4) peer evaluations. (SG)

Argues that Christa Wolf's novel "Patterns of Childhood" provides opportunities for students to consider the adolescent dilemmas of the protagonist Nelly and to reflect on how they themselves are coming to terms with the world. Notes that the novel forces students to see Nazi Germany with new eyes. (RS)

Shares reading activities--using cereal boxes as reading material--which will energize knowledge and use of vocabulary, fortify comprehension skills, enrich understanding of critical reading, promote use of organizational skills, and encourage improved reporting and writing. (MG)