The social and interpersonal characteristics of early adolescents are described in relation to puberty and the physical and emotional changes that are experienced by the preteen. Learning characteristics for this age group include problem-solving strategies, self-directed learning, and emerging value systems. (JN)

Describes some of the ways early adolescents respond to reading and thinking tasks and details the development of procedures for observing and analyzing children as they complete such tasks. (FL)

This paper sets out the current situation in a number of schools and institutions of higher education with departments of design. A case is presented for the design curriculum to be regarded as a serious academic subject which makes a unique contribution to pupils' cognitive, emotional, psychomotor, and social development. (Author)

Improved communications, teacher involvement in program development, and teacher participation in problem solving are important factors in resolving teacher burnout. Three teacher participation programs, designed specifically to combat teacher burnout, are described. (JN)

Ways of reducing occupational stress include: (1) avoiding the stressful situation; (2) changing the response to the stress; and (3) changing the environment. Administrators can help teachers manage stress by developing communication techniques, steering committees, and support groups. A second part of this article will be published in the January…

The utility of general or select response formats for evaluating certain types of clinical competence is studied. Consideration of the suitability of an examination format to fulfill its intended purpose and the appropriateness of the questions included is recommended when designing an examination. (Author/AL)

Describes a study using experimental and control classes to test the effect of exercises in creative thinking. The tenth-grade students were able to increase their ability to think creatively. (Author/SA)

Investigated the effects of individual difference variables of field dependence/independence and spatial visualization ability on the performance of college students in three modes. The extent to which four variables account for variability in retention test performance on certain tasks was also viewed. (MP)

Tenth graders solved mathematical problems assisted by varying amounts of help from their teacher. Significant differences occurred between students receiving aid and the unaided control group. Partial assistance resulted in better immediate performance, but this difference was less observable three weeks later. (Author/GDC)

Four types of experiences in problem solving are identified, and steps children must learn to do problem solving are presented. (MP)

Describes frustration theory as useful for generalists in identification and specification of goals, assessment of blocks to goal attainment, problem solving, and formation of action systems. Proposes a theoretical base for understanding client systems, and helps workers to assess their behavior in relation to their professional and personal…

Examines characteristics of the mental processes required for writing, compares and contrasts the nature of processing required for other cognitive activities, and reviews recent research on children's writing that reveals the advantages as well as disadvantages of superimposing writing skills over well-developed language skills. (HOD)

Discusses the structure of a problem-based curriculum based on the complexity of the problems that the students must solve, taking into account the level they must attain and their previous experience with problem-based teaching. This approach is compared with the conventional teaching methods. Twenty-two references are listed. (CHC)

Learning activities designed to help students gain experience in reading three types of maps and in using the results to solve multistep problems about average speed and cost per mile are presented. Worksheets suitable for reproduction are provided. (MP)

Aside from being an invasion of privacy, values clarification exercises are inappropriate for most elementary students who, still in the concrete operations stage of mental development, are incapable of generalizing moral principles. It would be better to teach concrete problem-solving processes until the formal operations stage is reached. (SJL)