Presents a model for solving genetics problems when problem statements include information on which alleles are dominant/recessive and on what forms of a trait are coded for by the alleles. Includes procedural steps employed in a solution and conceptual knowledge of genetics/meiosis allowing students to justify what they have done. (Author/JN)

Advocates elementary math instruction that uses realistic problems or examples and that teaches children to think. Suggests methods for accomplishing these objectives, including the use of mathematical games. (SJL)

Histories of alcohol use and of alcohol education indicate that the teaching of responsible drinking for those who choose to drink is a more relevant model of alcohol education. (JN)

Reports on the topics discussed at workshops for community college journalism teachers. Among the areas dealt with were staff morale, teaching and grading methods, adviser legal liabilities, and advertising and post-Proposition 13 publishing. (GT)

Descriptive and evaluative information is presented about the Interpersonal Cognitive Problem Solving (ICPS) program, which utilizes sequenced games and dialogs to teach young children new ways of thinking about and coping with interpersonal difficulties. (SJL)

Argues the case for bringing constructive change into the process of teaching and learning the classics. Emphasizes particular teaching approaches combined with a critical evaluation of earlier methods of teaching classics. (RK)

Describes a problem-based learning approach to teaching environmental biology designed to complement the lecture program and build on practical and teamwork skills developed in earlier coursework. The program guides students through the processes of design, testing, validation, and modification of experimental protocols, and reinforces students'…

This study examined effects of video-based, anchored instruction and applied problems on the ability of 11 low-achieving (LA) and 26 average-achieving (AA) eighth graders to solve computation and word problems. Performance for both groups was higher during anchored instruction than during baseline, but no differences were found between instruction…

Presents two ancient problems, trisecting any angle and dividing a circle into any number of equal parts. Illustrates how to use these problems to prompt students to think broadly and creatively about problems instead of letting the apparent boundaries of the problem limit their thoughts. Combines three-dimensional solutions to the problems to…

A course at the University of Georgia is described that helps students acquire problem-solving skills so that ultimately the entire remedial program would be improved, giving students with major deficiencies in basic skills a better chance to succeed in their regular university courses. (MLW)

Describes qualitative aspects of explicit and less explicit explanations of cognitive reasoning processes associated with mathematical problem solving strategies. Includes lesson excerpts to illustrate three major differences between explicit and less explicit explanations. (MG)

Describes a writing instruction project called the "landmark method" that fosters writing skills in students with learning disabilities. Outlines specific strategies that have proven effective in teaching writing to students with dyslexia or other learning disabilities. (HB)

Considers children's literature as a tool for teaching mathematics. Ways that children's literature can help achieve the goals established by the National Council of Teachers of Mathematics are discussed, and use of children's books to explore topics such as measurement, multiplication, estimation, and subtraction is examined. A bibliography of 41…

Examined the differential effects of two instructional strategies (explicit schema-based and traditional-based) on the acquisition, maintenance, and generalization of mathematical word problem solving among elementary students at risk or with mild disabilities. Pretesting and posttesting indicated that both groups' performance increased from…