Models are discussed both as concrete representations of mental constructs and as various manipulative devices. Illustrations of effective model use, suggestions for acquiring models, and lists of models for specific concepts are included. (LS)

A unified model of teaching and learning, representing a synthesis of internal and external forces influencing learning processes, diagrams interrelationships between the following processes: activator, situational evaluation, anticipated ends, stress, action, outcome, external evaluation, feedback, internal assessment, curiosity, and internal…

Interpretive Structure Modeling (ISM) helps learners integrate their knowledge of our environment. Demonstrated that educators, including two high school biology teachers, could learn ISM and conduct modeling sessions. Includes discussion of models, modeling building, types of models, modeling building and environmental education, and models and…

Analyzes the use of simulation in teaching about the collective bargaining process, identifies the psychological issues involved in collective bargaining, and discusses the development of a computer model that allows for case development and psychological bargaining experiences. Two flow charts and a set of sample bargaining simulations are…

Assessed the effectiveness of two methods for teaching students to write using inclusive generic pronouns. Found that both approaches were effective but that the authority approach (one forced upon an individual) produced more change in pronoun usage than the optional approach (one made by the individual by and for him/herself). (PD)

Describes a model which recognizes active and passive roles of teachers and learners as a means of identifying five basic methods of teaching. (CHC)

A study was undertaken to investigate the effectiveness of live model v videotape presentations in home economics education relative to student achievement and performance. Findings support the feasibility of videotape presentations for the acquisition of knowledge and performances of demonstration and laboratory teaching strategies. (JOW)

Describes high school English courses which use a seminar approach, emphasizing discussion and writing, to promote a cooperative, student-centered critical and analytical method of teaching literature. (CM)

Presents a model for teaching the principles of evolution. The model presents three major factors that direct changes and affect an individual's fitness. Uses and adaptations of the model are suggested. (Author/SA)

Presents a teaching package to bridge the gap between communication theory and its application in an organizational environment. An integrative communication model, systems theory, and the case method are combined to help prepare the student to communicate effectively in the work environment. (JMF)

Discusses which of ten models in the Information Processing and Personal Sources families of teaching models were selected and used by competency based teacher education interns working in field center classrooms. Reports which models were employed at grade levels K-5 and how often each was used during an academic year. (SB)

Explores the rationale for the creation of the rumor control center and identifies the few valuable models found in the literature. Examines the usefulness of the center as an additional channel of communication and considers the desirability of using such a mechanism. Suggests an approach to teaching rumor control. (JMF)

Presents a model of second language teaching which attempts to describe the categorical components of teaching styles, and to identify the sociological, educational, and personal factors which determine individual teaching styles. (AM)

Presents a model by which teachers can plan science activities for unmotivated students. The student-centered curriculum is briefly outlined with references and a variety of teaching materials are listed. (SA)