Lowman responds to questions concerning his book, "Mastering the Techniques of Teaching," and his views on student-teacher relations, his model for effective college instruction, specific techniques for motivating students, student and teacher responsibility for learning, and the applicability of his model for developmental education. (DMM)

This project sought to establish an affective concept exemplar variable called "exemplar intensity," a characteristic that would challenge the notion of equivalence by its impact on cognitive gain. The hypothesis that the high-intensity exemplars would increase cognitive achievement above learners receiving low-intensity exemplars was…

Argues that critical thinking and problem-solving skills are best taught (and learned) as part of the instruction in the regular content areas. It is suggested that teachers should be more explicit when using specific thinking skills and point out when students are engaged in using those skills. (MBR)

Based on the review of several pedagogical paradigms, this paper: (1) clarifies the concepts of learning resources and learning objects; (2) proposes a way forward in the use of learning resources in different pedagogical paradigms in a large scale collaborative environment; and (3) exposes characteristics required in different learning objects to…

This digest summarizes the issues involved in the instruction of college students with learning disabilities and offers a practical approach to teaching these students. It notes first that disability law at the college level is not as prescriptive as that for the elementary secondary level. Since the instructional climate in higher education is…

Special issue devoted to research and the teaching of French in the elementary school. (VM)

Constructing a matrix model not only offers the teacher a theoretical and practical method for organizing his own knowledge about a topic, but provides a vehicle for the student to cope with contemporary knowledge explosion in a realistic and sophisticated manner. (Author)

The author sauggests that present inquiry methods are often missing their goal and offers a technique to engage students in creative inquiry. (Author)

A six-week course of study is outlined to prepare students for solo competition. Objectives are: to develop creativity; establish positive attitudes towards learning; encourage repeated public performances; teach students to apply previously learned information; develop interpretive independence; and expose students to information concerning the…

Describes a method of teaching problem-solving to engineering undergraduates at Coventry (Lancaster) Polytechnic. The teaching model, which consists of a series of component activities, employs a methodological approach to problem-solving in the area of engineering design. Applications of the model to other forms of problem-solving are briefly…

Distinguishes English teaching as science from English teaching as art. Opts for teaching as art. (JL)

Ted Miller, professor of counseling and human development at the University of Georgia, defines developmental education and student development and then discusses the components of the Tomorrow's Higher Education Model for Student Development and the need for student affairs practitioners to foster student development rather than cater to…