Research evidence suggests that summer breaks contribute to income-based achievement and opportunity gaps for children and youth. However, summertime can also be used to provide programs that support an array of goals for children and youth, including improved academic achievement, physical health, mental health, social and emotional well-being,…

This book highlights the roles of several individual difference (ID) variables on the language learning process, exploring them from both the students' and the teachers' perspectives. It presents the results of a large-scale, mixed-methods investigation which was conducted with secondary school pupils and their teachers in Hungary. The…

This article seeks to provide researchers and practitioners in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to…

Within a group of advanced learners, the variety of abilities, talents, interests, and learning styles can be formidable. For the first time, this book connects the unique learning differences among gifted students to the specific teaching methods used to tailor their educational experiences. Differentiated instruction for gifted and talented…

The Accelerated Math and Science (AMS) Project is a 3 year program funded by the California Migrant Education Program Improvement Program. It targets 6th, 7th, and 8th grade low-achieving migrant students who are 2 to 4 years behind their language peer group. Two questions guided the second year evaluation study for the Region IX Migrant Education…

Presented are several stress reduction techniques that can be learned by students so that they can take an active part in controlling their responses to stressors that they face. Helping children cope with stress will help them in learning situations and daily life. (RH)

Discusses the difference between sentimentality and compassion and provides various literary excerpts, drawings, photographs, and a list of additional resources that can be used in the classroom to develop compassion among students. (GC)

Describes the philosophical bases of confluent education, and provides examples of this method in language instruction. (AM)

Often approaching reading with feelings of stress, anxiety, and fear, disabled readers need affective as well as cognitive training in remedial reading programs. Their intellectual objectivity, self-understanding, and rapport with teachers and classmates could be increased, and their anxiety reduced, if remedial reading specialists would…

This paper discusses research on affective dimensions of foreign language instruction for gifted students, using Krathwohl's "Taxonomy of Educational Objectives: The Affective Domain" as a framework. The paper suggests behavioral objectives and specific activities to aid foreign language instruction at five levels: receiving, responding,…

The classroom technique of helping students assume a new identity in the target language culture, one component of the Lozanov method of instruction, is discussed. Lists of useful French first and family names, professions, and cities are provided for use in this exercise. A sample dossier is included. (MSE)

Describes the suggestopedic method and an experiment using it in an American college elementary language class. The class organization, the way suggestopedia works, the classroom program, and results of suggestopedic courses are discussed. (AMH)

A theoretical scheme classifies user behavior into three domains of library activity--affective, cognitive, and psychomotor--and three levels of learning--orientation, interaction, and internalization. Examples of library skills and errors in each of the nine major classes are given, and applications to library instruction are suggested.…

Discusses ways in which classroom communication can be stimulated by encouraging students to talk about their positive emotions and points out the dangers of encouraging students to voice negative emotions. Describes two classroom activities that encourage positive emotions. (SED)

Four papers on values education with gifted students are presented. (CL)