Refutes Seymour Papert's premises because they: (1) maintain that computer criticism goes through developmental stages; (2) overlook the fact that the computer's newness in education affects the way people speak of computers; and (3) deny the necessity that teaching LOGO, like other pedagogies, should be accountable to experimental research. (PS)

Agrees with Seymour Papert that conventional experimentation has shortcomings when used to study effects of educational programs. Cites three research methods that, in combination, can compensate for the shortcomings of both conventional research and the computer criticism suggested by Papert. (PS)

Provides an overview of recent research on problem solving in speech communication. Discusses relevant documents under three categories: (1) conceptual developments, (2) social and affective correlates, and (3) potential teaching methods. (NKA)

Focusing on rhetorical strategies employed by U. S. presidents in response to states of emergency, investigates differences between discourse (1) initially constituting the government's sole response and (2) accompanying, justifying, and rationalizing specific military moves undertaken. Analyzes five presidential messages, categorizing each as…

While there is good reason to stress critical thinking skills in the liberal arts curriculum, these skills should be complemented by training in alternative methodologies that focus on synthetic, dialectic, and creative modes of awareness and expression. (MSE)

Proposes a new model--the extended model--for firms to respond to consumer complaint letters. Indicates that aspects of response, such as interest in solving the problem and specificity affect effectiveness judgments and impact on the recipient's overall impression of the company. (NKA)

The article offers a curriculum of direct instruction to teach the process of solving arithmetic word problems to learning disabled students. Students are taught to use a plan, to test relevant hypotheses, and to evaluate their work. (Author/DB)

Discusses the historical and conceptual framework of quality circles, presents a brief case history of circles initiated by the University of Maryland Office of Admissions, and provides a summary of implications. Emphasizes implications for student affairs administrators. (Author/ABB)

Describes construction process principles and discusses problems school owners experience: (1) laws that require selection of the lowest bidder, (2) decisions that must be made by the duly elected governing body, and (3) school board members who often lack knowledge about the construction process. Includes a quiz for owners and attorneys. (MLF)

Nine career groups totaling 47 college students completed the How Career Groups Work Questionnaire. Results indicate career group participants highly value change mechanisms involving expressing feelings, universality, cohesion, and taking responsibility for oneself. (CH)

Assessed the interaction and cognitive styles associated with negative affect for husbands and wives. Wives' negative affect was directly related to confronting the problem and inversely related to their conciliation attempts. Husbands' negative affect was inversely related to both spouses' attempts to be conciliatory and to the wives' viewing the…

Methods to help students develop the ability to plan, organize, and control are suggested. These include a simulation in which an office procedures class plans, organizes, and holds a meeting and involves such details as selecting and reserving rooms, scheduling speakers, preparing agendas, planning budgets, preparing name tags, and arranging a…

For an entire school year, 24 seventh-grade classes were taught problem-solving strategies; in 14 of these classes the instruction was supplemented by calculators. Mixed findings resulted for both problem solving and calculator use. (MNS)

Case studies of four principals and their "problem-finding" behavior (identifying and solving strategic organizational problems) are presented to illustrate their roles and effectiveness in providing instructional leadership. (CB)

Considers the school counselor's role as consultant. Describes step-by-step procedure for the stage of problem clarification and identification for behavioral consultants. Assumes that each problem may be defined in varied ways and that problem definition is not considered useful unless it is accepted as such by both the teacher (consultee) and…