Reviews Martin N. Olsen's research on variables which affect quality learning in the classroom. (MM)

The verbal activity of justification in mathematics courses was investigated, a set of criteria for the identification of justification ventures was developed, and the ventures classified according to types of teaching strategies. (Author/CP)

Because of their traditional attitudes towards education, the Saskatchewan school superintendents place greater emphasis on characteristics that typify the organized teacher rather than the creative one. (Author/MF)

In offering a solution to black boycotts, a black coach summarizes patterns of good coaching practices which have merit for all professionals working with young athletes. (Editor)

The role of the psychologist is to make available to the teacher psychological knowledge and techniques relevant to problem solution. The role of the teacher is to use these techniques in solving the problem. Two case studies are presented to illustrate this procedure. (Author)

This paper presents a review of behavioristic principles that could be applied to the classroom. Techniques included are: (1) classroom reinforcements; (2) the teacher as a researcher; (3) desensitization. While behaviorism is not the complete answer, it does explain child behavior in terms that teachers should find useful. (Author/KJ)

Briefly discusses children's spontaneous musical expressions, outlines stages of children's musical development, and suggests musical experiences for young children. (Author/RH)

Not overreacting to disruptive behavior can be an effective way of maintaining classroom discipline. (JD)

Microcounseling clearly defines specific, observable behaviors that comprise effective interviewing and provides a systematic technology that enables application and mastery of each skill. The author discusses the microcounseling format and skills of microcounseling for use by vocational educators in preparing their students for employment…

Presents suggestions to handle children during an interpretive program and use their presence to enhance the program. Suggestions include make children feel they are part of the group, learn names, let them know who's the boss, use hands-on activities, let them help, focus their attention, include everyone, and give positive feedback. (JRH)

Presents several exercises to be used with student actors. Notes that the exercises show how actors reach emotions through the senses and help student actors eliminate self-consciousness. (RS)

Analysis of how four professional storytellers selected, learned, and told stories demonstrates that stories are effective teaching tools because they cause physiological and psychological changes in listeners and because affective information is recalled more easily than is cognitive information. (SK)

This article on the use of applied behavior analysis with students who have autism focuses on the management of the physical and temporal environments to highlight salient stimuli and support the direct teaching and shaping of appropriate behavior. It stresses the use of systematic instruction including errorless learning, data-based…