Discusses the use of computer-assisted instruction (CAI) for bibliographic instruction in libraries. Highlights include learning theories; behaviorism; cognitive theory; the effectiveness of CAI; improving CAI through the use of hypertext and hypermedia; and broadening bibliographic instruction programs to include problem-solving skills using…

Effects of author-generated and learner-generated elaborations on subjects' abilities to recall, classify, and apply conceptual knowledge were compared for 94 college undergraduates studying a passage on psychological concepts. Author-generated elaborations and specific elaboration activities produced superior effects in comparison with…

This article describes how classroom discussion and field trips can be used to teach students with disabilities to engage in comparative shopping and informed choice making when they dine in fast food restaurants. (JDD)

Describes a teaching technique that develops concepts of weather and seasons through the use of a weather calendar and graph. Suggests daily and monthly activities for the first-, second-, and third-grade curriculum. Concludes that this technique helps students develop a foundation of essential geography skills and processes. (KO)

Explores the acquisition of productive verbs and (spatial) agreement of American Sign Language (ASL) in the signing of two deaf children with hearing parents. The children, observed at two ages, initially showed markedly different developmental trends. Then their grammatical development converged, and they were able to suit ASL to the kind of…

Describes an instructional model for presenting students with opportunities to analyze, synthesize, and evaluate ideas through cooperative problem solving. Provides suggestions for implementation using examples from the author's classroom experiences. (MM)

Two children, aged six and nine, with moderate mental retardation were taught syntactic rules for combining known and unknown words into two-word utterances. The use of receptive teaching with imitation of the target phrase facilitated both generalized receptive learning and transfer to production in both subjects. (Author/JDD)

A series of study guides, which were developed to assist students in improving study and library skills, is reproduced for teachers' use. The guides cover test-taking skills; writing business letters; selecting a writing topic; plagiarism; developing search strategies; documentation; and locating dictionaries, periodical articles, books,…

Compares the comprehension skill development of capable readers in two basal reading series to the prescribed basal skill hierarchies. Suggests that teachers select reading material which has value as literature; assess readers' skills so that they do not study what they have already mastered; and match reading selections to the skills being…

Cites a need for problem-solving approaches and applications in counseling and outlines current problem-solving training programs and counseling interventions. Proposes a psychoeducational problem-solving workshop for total family participation which is based on D'Zurilla and Goldfried's model. Includes didactic presentations, role modeling, group…

The efficacy of task-related and interpersonal problem-solving training for enhancing junior high-school performance was examined with 48 difficult-to-teach, low-income, minority sixth-grade students. Half were randomly assigned to an intervention, the other half being used for control. Training was found to significantly improve grades and reduce…

Presents 16 ideas on in-service training contributed by child care directors across the nation. The ideas include weekly staff meetings, workshops, and training programs for new staff. (RJC)

Investigated whether consultees' problem definition skills could be enhanced by increasing their awareness of processes during consultation. Assigned undergraduates (N=195) to consultation with or without cognitive modeling or to control group. Results revealed that subjects in cognitive modeling group wrote better problem definitions and were…

During the past five years, East Islip (New York) School District has developed an outcome-based curriculum and instructional format focusing on student mastery of thinking skills. Connecting mastery learning with thinking skills provides a framework allowing students to make their own connections between instructional fragments, classroom…

Gifted underachievers at Leaside High School (Toronto, Ontario) are integrated into a program with more successful peers that is based on systematic skill development, supportive evaluation, and personal counseling. The program's integrated approach involves teaching math, English, science, and history core content along with enrichment activities…