Describes a course at Notre Dame Law School in Criminal Law and Procedure, offering small classes, participation, and issues that were broad, controversial and pervasive, thus providing subject matter that would allow first-year students a chance to offer observations on matters that interested them. (Author/PG)

Criticizes the DPPC Method (Direct, Pure, Piecemeal, and Complete) of mathematics instruction which is designed to enable the lower ninety percent to become proficient in problem solving. Suggests that this method is deceptive since students learn to follow a prescribed recipe rather than becoming problem solvers. (JR)

St. Louis University offers 2 specialized teenage pregnancy programs in response to area needs. (Author)

Teachers need to have both confidence and time to adapt to new situations. If change is imposed and rushed, it will have little viability. (Editor)

A sequential, problem-solving approach is offered as a strategy for the classroom teacher who wants to help the student increase his skills of inquiry, conceptual learning, and value clarification. (Author/KM)

The implication of utilizing outcome criteria consonant with the goals of a course are examined after using an orientation inventory with students in a clinical psychology course. (Author/KM)

Describes a telephone teaching program by which trainers find they can effectively handle a class hundreds or thousands of miles away. (Author/RK)

This paper focuses on the simulation games developed at the Johns Hopkins University, Baltimore, U.S.A., which deal with a variety of social processes or situations. The paper, given before game play, identifies some of their characteristic features and discusses the educational implementational implications of the ways in which they are seen to…

A narrative of the author's experiences in attempting to bring a white racist speaker before his integrated class on black-white conflict at the University of North Florida at Jacksonville. (JM)

The role of division of whole numbers in problem solving and the implications for teaching division computation are examined. Deleting the teaching of division facts, and obtaining solutions by using multiplication facts, is advocated. (DT)

The classroom teacher, regardless of the teaching area, can utilize debate as a device to help the student achieve objectives such as critical thinking, problem solving, the enhancing of self-concept and the art of communicating. (Author/CB)