Having the preschool child as a participator, the teacher has a prime opportunity to use the behavior modification techniques of successive approximation, reinforcement, and stimulus novelty. (RC)

Peer tutoring strategies are discussed as an effective class of peer-mediated procedures for both classroom behavior management and direct instruction. Pertinent literature, alternative classroom procedures, and recent procedural advances are reviewed. (Author/TJH)

Tested effectiveness of instructional package designed to teach conversation skills to six behaviorally disordered elementary school children who were taught skills in two groups of three. Results indicated that the package was effective in increasing conversational skills above baseline levels in all subjects and in two settings. (Author/NB)

A recent study comparing Asian and American students identified three factors that contribute to superior performance of elementary school children. These are: (1) amount of class time devoted to academics and direct instruction; (2) parent support of academic activities; and (3) student effort. The study and its findings are discussed. (MT)

Points out that poor readers may exhibit behavioral, cognitive, and emotional problems. Offers a problem-solving framework for intervention in poor readers' nonacademic problems, and describes several possible types of intervention. (ARH)

Teachers can improve their practice by listening to, reflecting on, and making sense of practice. Sensemaking strategies include: deductive thinking; inductive thinking; and transductive thinking. (CB)

Reports the results of a quasi-experimental study designed to assess the effects of values development lessons on students' self-reported attitudes and behaviors. Results showed that the 48 10- to 15-year-old students involved in the study improved in the behavioral measure but not on the self-report scales. (JDH)

Concludes that classroom teachers can articulate theories of reading outside the school, but that their actual instructional practice is governed by a complex set of contextual factors. (FL)

Reviews research on: (1) measuring humane attitudes; (2) American attitudes toward animal life; (3) strategies of humane education; and (4) attitude improvement. Indicates there is reliable evidence that attitudes of Americans toward animal life are strongly negative and that this negativeness increases as children grow older. (JN)

Stresses the value of early peer interaction among young children for future academic, social, and career development, describing the components of social skills and suggesting ways to help children become socially competent. (KS)

A series of studies demonstrated that instruction or intervention directed at change in conceptual variables resulted in changes in teaching performance. Implications for practice and research emphasize greater attention to conceptual variables as aspects of training. (Author/DF)

Describes how teachers can apply metacomponents to their instructional decision making to help them develop and execute comprehension training lessons. (FL)

Through systematic classroom observation of 71 student teachers and first-year teachers, 1,346 teaching behaviors were observed, with teachers describing their perception of the origin of each behavior. Results suggest that teachers rely as heavily on their own ideas as on their formal training. Possible explanations are discussed. (MT)

Obese students often fade into the background of physical education classes. Physical Management is a program that helps these students on a long-term basis by offering weight control techniques. These techniques focus on nutrition education, behavior modification, and physical conditioning. (DF)

The effects of microcomputer games on the cooperative behavior of young children were explored in this article. Children played mildly competitive, cooperative, and individualistic computer games. Results are discussed. (DF)