Two previous articles in this journal advocate the greater use of a behaviourist methodology called "Precision Teaching" (PT). From a position located within virtue ethics, this article argues that the technical feat of raising narrowly defined performance in mathematics and other subjects is not sufficient justification for the…

It is argued that seven beliefs about college teaching prevalent among academic people--e.g., it is impossible to teach people to teach and undergraduate students are generally stupid and unmotivated--are all myths. (Author/RM)

Myths that have grown up and persisted about Canada's involvement in World War II are examined. It is a mythodology heavy in self-congratulation, contemptous of politicians, suspicious of outsiders, and uncertain about the possibilities for Canadian independence in a complicated world. (RM)

The vague and virtually meaningless term "tone deaf" should be avoided because it encourages students to be incorrectly labeled as hopeless. If a student is oblivious to blatantly faulty intonation, and if his or her playing fails to improve after diligent practicing, a teacher should consider the possibility of diplacusis. (RM)

Based on a 40-year-old superintendent's experience in an Ohio school district, this article examines 5 prevalent myths regarding job demands and priorities, teacher morale, new program implementation, and the need to study the whole picture. Successful superintendents build on previous experience by remaining accessible, being good listeners, and…

This discussion of the artistic merit and universal appeal of picture books was presented at the 1987 convention of the Catholic Library Association. A bibliography of books from which slides were taken to accompany the presentation is included. (Author/EM)

Discusses ways to organize a course in classical mythology. Presents classroom exercises including matching and word games, as well as extension exercises. Concludes with a list of sources on mythology. (HTH)

Describes two ways of teaching mythology in the secondary school social studies classroom: myth as a cultural concept and myth as a fallacy. The first way provides students with an understanding of the concept of culture; the second, an opportunity to develop skills in critical thinking. (Author/KC)

Describes the use of a crossword puzzle for testing students for content in a Greek mythology course. Includes a sample crossword puzzle. (TJ)

Describes the treatment by several novelists and ethnographers of the rainwitch myth of southwest native culture, which concerns a woman who has magical powers to bring about rainfall. Discusses the influence of classical mythology on its development in modern times. (DM)

Explores the institutionalization of a fairly new Bureau of Consumer Services within the Pennsylvania Public Utility Commission. Using documentation and participant observation, this paper analyzes the Bureau's manipulation of symbols and the developing ceremonies of exchange that ensured the Bureau's growth and survival in an interorganizational…

Americans must look beyond the superficial allure of President Reagan's Strategic Defense Initiative; they must search out the facts. Five pernicious myths on which this ill-considered proposal is founded are discussed. (RM)

Because children are innately fascinated by monsters, the author describes books, films, multimedia programs, and other resources to motivate children by capitalizing on this fascination. (KC)

This article describes a literature-based unit on mythology taught to 85 gifted middle school students. It identifies project objectives, gives examples of the grouping of myths according to broad themes, and provides more detail about one of the themes, assessment activities, and long-term effects of the project. (Contains six references.) (DB)