Discusses the role of competition in music education, proposing the use of objective criteria in analyzing competition. Examines myths concerning competition, and compares competitive learning to cooperative learning. Concludes that competition curtails student achievement and suggests alternative activities. (RW)

Describes how a science challenge program was modeled after the Olympics to offer a variety of science events in a competitive setting. Reviews organizational factors, suggests sources for events, and identifies rules and scoring procedures. (ML)

Argues that theater students must be encouraged to keep competition in perspective. Points out that too often program growth and support are dependent upon the number of honors that participants receive. Emphasizes that competition should be engaged in for its positive learning potential or should be abandoned as a student activity. (KO)

This document is designed to give teachers some ideas for classroom and school History Day activities. Available ERIC resources about National History Day are listed and a five-point plan to establish a school History Day is provided. Successful approaches to implementing History Day, from actual teachers' experiences, are detailed. A step-by-step…

The competitive structure in which most children are taught to play is responsible for problems associated with stress. Athletic performance is important in how the child is perceived by peers and adults. Children who perceive themselves as inadequate at sports often feel low self-confidence and low self-esteem. (JN)

Maintains that from kindergarten throught grade 12 students are bombarded by contests. Asserts that art teachers are asked to juggle learning objectives to meet criteria of the most recent contests. Provides recommendations for art teachers faced with decisions about participation in contests and other competitive programs. (CFR)

Fifty-two fourth and fifth grade students, randomly assigned to three groups (1) competitive, (2) individualistic, and (3) no feedback control, received differential feedback regarding their performance in two 40-minute computer assisted mathematics sessions per week over six weeks. Attributions regarding academic outcomes in computer assisted…

The guide presents an overview of a national contest designed to make history come alive to students in grades 6 through 12 through imaginative projects, original performances, media presentations, and papers. Students submit their entries into contests in which they are judged by historians, educators, and other experienced professionals.…