Twenty-four trainee counselors were allocated to three treatment groups: no modeling, no feedback (NMF); modeling and feedback from the supervisor (MF); and feedback from the supervisor (F). Analysis of variance showed that MF was superior to NMF and F in teaching the skill of reflection of feeling. (Editor/SJL)

Identifies three conflict styles or characteristic sets of strategies people use to handle conflict. Advocates the use of principled negotiation so as to enable people in conflict to arrive at a solution that is acceptable to, and meets the needs of, both sides. Shares strategies for developing skills in principled negotiation. (RJM)

A teacher describes using melodrama as a way to combine the elements of humor and drama to engage the imaginations of young gifted children. Techniques for use with elementary through junior high students are presented along with the script of a play for first or second graders, with the last lines left blank for students to supply their own…

Describes potential role of flow experiences in motivating students to learn. Discusses the characteristics of flow: goals are clear, feedback is immediate, skills match challenges, concentration is deep, problems are forgotten, control is possible, self-consciousness disappears, sense of time is altered, and experience becomes autotelic. Then…

Compares two complementary models for promoting transfer in vocational education, one at the micro-level of teaching practice (sequential skill practice model) and one at the macro-level of the context for application of skills (Motivation, Awareness, Skill, Support). (SK)

Considers one model, currently operating at the law school in Australia's Bond University, for the integration of skills teaching and learning in the undergraduate law curriculum. Attempts to systematize the various approaches to skills integration adopted by law schools in Australia, America, and the United Kingdom. (EV)

This study investigated the practice effect in speechreading. Two groups of 10 hearing and sighted adults practiced either the same sentence list each day or practiced on different lists each day for 5 days. While both groups showed noteworthy improvements in speechreading, no significant differences between groups were found. (Author/PB)

Discusses how the language improvement components of teacher training programs are often taken for granted. It is concluded that language improvement, if integrated with a methodology component, can have a central role in in-service teacher training. (Author/VWL)

Further commentary on distributed practice and the acquisition of motor skills points out that there are at least two viable theoretical perspectives that can be brought to bear on issues surrounding the acquisition of perceptual-motor skills. (JD)

Five adults with severe handicaps were taught leisure skills using two instructional prompt-fading procedures. Increasing assistance and graduated guidance were found to be equivalent in instructional time to criterion. Increasing assistance required fewer trials to criterion, but resulted in a larger percentage of errors to criterion than…

Educators must understand two opposing traditions in education, the mimetic and the transformative. Whereas traditional lesson structuring stresses concept introduction, constructivism emphasizes exploration. To constructivists, teachers strike the delicate balance between teaching for fact and skill acquisition and teaching for independent and…

Students with learning disabilities and behavior problems need instruction designed to increase active thinking and questioning skills. Described methods for teaching these skills include T. Raphael's question-answer relationships, A. Hahn's questioning strategy, reciprocal teaching, and the "ReQuest" procedure. Practice activities for…

Asserts that reading and writing skill instruction should not be taught as a set of discrete steps with phonics workbooks, but instead should be based on examples taken from texts which children write and read. (MM)

Students with learning disabilities can learn strategies to improve their organizational and time management skills. Antecedent strategies, which set the occasion for students to become more organized, include assignment logs/charts, work stations, color coding materials, timers, and guided notes. Consequence strategies include reinforcement,…

Discusses the results of a field test of a reading skills teaching program, explains how to incorporate the program into the reading lessons, describes some of the major changes that resulted from students' suggestions, and discusses the implications the changes have had for the program. (seven references) (GLR)