The willingness of continuing educators to meet the challenge of studying the computer and using it to enhance the learning process will influence whether this generation of educators takes a step forward toward a respectable profession or a step backward toward a poorly paid skill. (Author)

Suggests ways for the regular classroom teacher to cope with learning disabled students in a mainstreamed setting. (AH)

Presents an exercise for use in political science courses on the college level that requires students to solve a frequently occurring problem--the provision of a collective good and the allocation of its costs. To solve the problem, students answer questions such as "Why do we have governments?" and "What constitutes a just policy?" (Author/DB)

Presents 21 ideas for helping children learn to do story problems in math. (SJL)

The author contends that the differences in people's reasoning abilities are a matter of how efficiently they are able to process information and proposes a problem solving approach for retarded learners which is systematic, predictable, and more consistent with their abilities and experiences. (SBH)

The article pinpoints some successful ways a teacher can direct and support a difficult student by developing a specific point system for social and academic accomplishments. Among suggestions are the use of individual work baskets and task sheets. (Author/PHR)

States that teachers can help students overcome problems with clarity by showing them how to become more sensitive to the reader's ignorance of the writer's intentions; presents sample sentences from students' writing to illustrate writing problems that force the reader to examine the sentences a second time. (DD)

Discusses the use of student-generated rubrics in science classes where students design their own laboratory activities to solve open-ended problems. Promotes careful consideration of what constitutes open-ended work. Presents certain rubrics and grading criteria. (JRH)

Presents a way of using counterintuitive mathematics problems to help keep students actively involved in mathematics education. (KHR)

Describes the use of a purposefully designed set of problems borrowed from a variety of critical thinking activity books and selected to motivate, excite, and engage students in the learning process. Helps students develop a deeper, more conceptual understanding of mathematics by incorporating these problems into a beginning algebra course.…

Students use the relationship between the speed of a ball and the time that a player has to react to it to understand uniform motion problems. Includes activity sheets. (Author/NB)

Teaching design involves more than instruction on manipulative skills of using tools and making drawings. It involves teaching students to use their minds and hands to solve problems. Teacher preparation and a change in student attitudes are required. (Contains 22 references.) (JOW)

Techniques for teaching linear regression are provided. Discussed are leverage and the hat matrix in simple regression, residuals, the notion of leaving out each observation individually, and use of this to study influence on fitted values and to define residuals. Finally, corresponding diagnostics for multiple regression are discussed. (MNS)

The article describes 15 staff/student prereferral intervention strategies developed by teachers in Montgomery County (Maryland) for use with students having academic difficulties. Strategies are concerned with self-monitoring, metacognition, curriculum integration, simplifying English, study skills, home reading, and mentoring. (DB)

This model is useful in identifying specific learning problems and in providing techniques for the teacher to motivate and teach students at all levels. What it is and how it can be used are discussed, illustrated by specific strategies for geometry and science. (MNS)