Describes an experimental course in communication arts covering reading and language arts from kindergarten to grade l2 designed to promote cooperative learning between the special educator and the classroom teacher. (CM)

A project was conducted to develop an instructional model for a course in basic marketing. Topics for the course were identified, a literature review was performed, and a strategy was developed. It was concluded that such a model would improve methods of teaching and curricular design. (CT)

The development of Scarborough's Values Education Project is described. The advantages and disadvantages of three reflective teaching methods: values clarification, Kohlberg's cognitive-moral development, and Allen's problem-solving approach, are outlined, and Scarborough's synthesis is discussed. (SJL)

A model is described for preparing graduate students to teach undergraduate biology courses. Features of the program include instruction in using innovative techniques, the use of pre- and in-service components, and the use of experienced biology teaching assistants. (Author/SA)

Describes an individualized Physical Science Study Committee (PSSC) physics program which follows the Personalized System of Instruction (PSI) format. The program has a variable-credit option, to provide flexibility to meet students' needs and interest. (GA)

Leadership training is a form of instruction. As such, it should be guided by a model of instruction. Describes how the Three-Stage Model of Instruction (Feldhusen, Ames and Linden, 1973, 1974) was used to guide the development of thirteen units of leadership instruction for high school youth in vocational organizations. (Author/RK)

Exemplary developmental programs are described which attempt to deal with the problem of establishing the relationship of industrial arts manipulative activities and course content to the goals of career education. (Editor/TA)

Describes the basis of treatment at Warleigh School, a private residential unit for 40 severely emotionally disturbed boys, ages seven to 13 years. Available from: William Johnson, 53 Grayshott Road, London, SW11 5TS, England. (Author)

Describes a workshop for solving conflicts and exercises pertinent to the workshop's objective of getting students to know and cooperate with each other in the classroom. (RK)

Describes the development, use, and outcomes of a simulation decision-making game designed to help close the classroom/business relevancy gap in a marketing course at Southwest College, Chicago. Notes plans for city-wide use of the successful simulation. (TA)

Using the Lazarus model, the author presents a reappraisal strategy to help students cope with inadequate, stressful social interactions. Identification of the unsatisfactory situation, generation of alternative interpretations and behaviors, cognitive rehearsal, and new response implementation are described. (Author/HLM)

Discusses the Gateway Program at New Jersey's Rutgers University, in which departments administer their own developmental classes. Describes reasons for the program's success, including small class sizes, providing students with gradual increases in autonomy, frequent assessment and feedback, and teaching strategies that require participation.…

Summarizes the current practice of cultural competency training within medical education and describes the design, implementation, and evaluation of a theoretically based, year-long cultural competency training course for second-year students at Wake Forest University School of Medicine. (EV)

Describes the Thinking Network approach and the cognitive mapping strategy used in a rural Mississippi school district to increase students' content acquisition and theme conceptualization of textbook units. Notes that the district's pass rate for state-mandated written communication, reading comprehension, and written essay tests dramatically…

Focuses on how students' mode of communication during their first year in a French immersion program evolved from implicit to explicit, physical to verbal, and simple to complex. The linguistic and psychological reasons behind the program's success are discussed and benefits to the students are described. (25 references) (Author/VWL)