A new definition of teaching must replace traditional modes of instruction. Intellectual growth is best encouraged by assisting, rather than assessing, student performance. Classrooms must be settings which maximize opportunities for participation and conversation. Definitions and practical applications are given for Vygotsky's term "zone of…

Considers racial impact of using ability tests for employment decisions. Notes agreement that large differences exist in performance on general ability among races and that there is probable relation between general ability and job performance for most jobs; disagreement about whether racial differences in general ability are fixed and about size…

Outlines a one- to six-week listening skills unit for use in a business communication class. Provides resources for listening instruction, including: films, listening exercises, pretests, and listening training programs. (MM)

Provides a direct instruction strategy for teaching skills and concepts required for database use. Creates an interactive environment which motivates, provides a model, imparts information, allows active student participation, gives knowledge of results, and presents guidance. (LS)

Describes and evaluates a course dealing with Irish history presented through closed-circuit television at the University of Connecticut (Storrs). Explores the use of televised instruction as a means of teaching history to undergraduates. Reports that this approach, supplemented by a live interactive component, was deemed successful by students…

Suggests possible uses historians can make of film materials drawing on the Cooper Library (University of South Carolina) collection. Stresses the need for using outtakes to show an accurate sense of unedited history. Illustrates the value of film in understanding European fascism, and urges coordinating textbooks and film for an effective…

This article describes the subject matter and evaluation procedures of a philosophy of education course required of elementary education students at University of Delaware. Students are encouraged to reflect on and articulate their own philosophies of education as well as identify the philosophical context of professional issues they may…

Two case examples illustrate how single-case designs (alternating treatments, multiple baseline, and reversal) can be used to evaluate manipulable influences on school performance. In each case, the success of an intervention plan is evaluated within the single-case design. (SLD)

Documents the changes and advances of educational technology in the classroom from the 1960s to the 1980s. Asserts that caution is needed in proceeding to make use of educational technology applications. (MS)

Discusses a strategy for understanding the USSR better by building a context using the binary categories "freedom/equality" rather than the traditional categories "good/bad." (MS)

Encourages teachers to regain the Sophistic awareness that no teaching is done in a social and political vacuum, that teachers must make judgments about which issues are more important than others, which issues deserve to be studied, and which issues should be ignored. (RAE)

Proposes a model for building the self-concept or self-esteem of students through carefully designed writing assignments that emphasize persona. Includes four writing assignments. (RAE)

A direct instruction model is applied to the teaching of library skills to students with mild/moderate handicaps. The model involves determining students' skill levels, setting objectives, providing instruction, and monitoring student progress. A team approach is recommended, involving the library media specialist and the special education…

Poland's efforts in the field of low vision are discussed. including an historical review of the education of blind and visually impaired children; data on education, professional preparation programs, research on low vision, and the adaptation of materials and teaching methods to the cultural needs of the Polish low vision population. (Author)

Examines the differences between explicit and implicit methods of teaching grammar in a university's advanced French conversation classes. Students taught explicitly performed better overall (in writing and orally) than students who were exposed to an implicit presentation of the same grammar content. (CB)