In a continuation of a previously published article, this paper presents the results of a study comparing programmed learning techniques with traditional methods of teaching the Telugu language to Hindi sixth grade students. Some advantages of programmed instruction are reported. (LBH)

College freshmen enrolled in English composition classes were polled to determine their attitudes toward two different methods of bibliographic instruction: the lecture-discussion practicum and the workbook. Analysis indicated that most students perceived the lecture-discussion to be the more successful instructional technique for both general and…

The structural linguistic approach for teaching language awareness to student teachers is compared to the semiotic approach, which explores signs and symbols rather than morphemes and phonemes. Advantages of the semiotic approach include its simple introduction and use and its exclusive focus on communication rather than disembodied linguistic…

Reports a project which tested participatory drama and lecture-discussion programs as possible methods of providing parent education to West Indian parent groups. (NH)

Reports on a study designed to determine the effects of preteaching vocabulary of differing levels of importance to a text using two different methods of instruction on children's comprehension of basal stories. Concludes that, in general, the results supported the growing evidence for the "direct effect" of instruction on children's text…

Examines how speaking/writing relationships help and hinder communication. Suggests ways to make business communication students aware of differences between speaking and writing. Identifies research needed to further understanding of these relationships in business communication. (PD)

Compared 2,500 13- and 17-year-old students in the United States with 350 13-year-old and 340 17-year-old students in Israel using test items from the 1976 National Assessment of Educational Progress (NAEP) efforts. The study was designed to examine the results of school science upon affective outcomes of instruction. (JN)

Compares the effectiveness of two types of classroom vocabulary instruction with a noninstruction type homework assignment. (FL)

Draws from date collected in a study of effective college composition instruction to discover six instructional patterns: (1) the literature approach, (2) the peer workshop approach, (3) the individualized workshop approach, (4) the text-based modes approach, (5) the basic skills approach, and (6) the service course approach. (FL)

Reports on the application of six criteria to determine writing ability among secondary school students. Offers suggestions for instructing a class of students with wide variations in writing skill. (MM)

The structured audit and teaching methods for teaching physician's assistants physical diagnosis used during 1974-75 by medical students to teach other medical students at the Stanford University School of Medicine are described. The performance of six student-taught first-year medical students is compared with that of five faculty-taught…

Recommends a reclassification by scholars and teachers of issues relating to the cold war. Selections from analytical research works by political scientists and historians are offered as examples of general approaches to history and policy analysis. (Author/DB)

A study to investigate the effectiveness of the Personalized System of Instruction (PSI) in teaching a college developmental psychology course is described. PSI students were found to be superior on within-course tests and on a 5-weeks delayed retention test. (AV)

A comparative study of two high school courses about mental illness shows that a medical model course increased students' feelings that causal determinants of problems in living are rooted in childhood, whereas a course using the Mental Illness Game promoted increased emphasis on psychosocial influences and social tolerance. (Author/AV)

This report compares findings from application data the End of Training surveys administered to Master Teachers (MTs) participating in the Classic version of Intel Teach to the Future and those who took part in the Expansion version of Intel Teach to the Future. Classic survey data were collected between March 2001 and July 2002. Expansion survey…