This paper develops a multiplicative model as a means of combining ratings of criticality and frequency of various activities involved in job analyses. The model incorporates adjustments to ensure that effective weights of criticality and frequency are appropriate. An example of the model's use is presented. (TJH)

Asserts that the sudden insights that characterize intuitive thinking are as important in effectuating learning as analytical thinking. Claims that intuitive thinking enables students to comprehend complex relationships better, to put things into better perspective, to generate new ideas, and to perceive more ways to integrate facts, concepts, and…

Tests the inferential approach to the study of competence evaluation and a series of complicating factors relevant to it by having participants with known implicit theories judge an observed communicator on a set of competence-relevant characteristics and on overall competence. Finds inferential models predicted these judgments well. (MS)

Suggests that English teachers use sports metaphors as a different way to communicate with their students about writing. (MS)

Describes a college teaching experience in which active visual analysis (hands-on deconstruction of visual statements to their constituent elements and principles) had an unblocking effect on concomitant writing assignments. Suggests that students can improve both verbal and visual articulateness when modes of perceiving and thinking are used…

The primary objective of a public cash management policy should include safety, liquidity, yield, and legality. Contains a cash management policy/procedure checklist, a test for cash managers, and a formula for calculating the rate of return. (MLF)

The article describes a social skills training group for 10 British autistic children (ages 9-16 years) which aimed to integrate them into the regular classroom. The weekly sessions were held over 4 years and followed guidelines of G. Mesibov and S. Spence. (Author/DB)

The study found that use of the Dial-A-Phone instructional package plus a least intrusive prompt teaching strategy was more effective than the prompts alone in training two adults with moderate developmental disabilities to match digits of personal phone numbers with digits on a dial telephone. (Author/DB)

Clear and comprehensive criteria for developing and evaluating gifted programs are needed. These criteria would define selection of program students and program characteristics. Programs should involve all potentially able students and should be innovative, intellectually stimulating, comprehensive, enthusiastic, and divergent. (MSE)

Investigated were the phonological process and distinctive feature performances of 24 Down Syndrome individuals without speech-language intervention and 21 with speech-language intervention. Comparisons were made across groups to relate performances to age groups, the possibility that subjects' speech is delayed or deviant, and methods of…

A study of the acquisition of mands (requests) and tacts (labels) relating to food and eating utensils in three individuals with severe mental retardation revealed that responses acquired as tacts did not readily occur as mands, but spontaneous manding was developed through a stimulus control transfer procedure. (MSE)

The article examines the problem of a good match between early assessment and intervention with educationally at-risk children from the perspective of diagnosis. A combination of empirical (explanatory or predictive) and regulative (designing) approaches is proposed with the educational plan serving as a frame of reference for the regulative…

Describes an American literature class project to save a covered bridge from collapse. Illustrates how student initiative in contacting government agencies and news media, learning the history of the bridge, and raising public awareness about the project led to a joint county agreement to preserve the historic span. (DHP)

Examines the impact that public examinations of students has upon teaching. The four-year study raises questions about the current assumption that public examinations cause fact-transmission teaching. Uses timings of teacher and pupil talk to examine teaching on a range of different types of courses. (GEA)

Urges the use of claims-based analysis in editorial writing instruction. Explains the use of five hierarchical claim types (factual, definitional, causal, value, and policy) to teach students to analyze and formulate arguments, thus teaching editorial writing by focusing more on the process than on the product. (SR)