Reviews a course in Food Hygiene and Public Health at the University of Illinois College of Veterinary Medicine in which students are sequenced through a series of computer-based lessons or autotutorial slide-tape lessons, the computer also being used to route, test, and keep records. Since grades indicated mastery of the subject, the course will…

Describes experimentation with the Plato IV computer-assisted method of teaching law at the University of Illinois College of Law: development and testing of programs for teaching Future Interests and Offer and Acceptance, and law-related work currently being done on Plato. Potential, limitations, and student enthusiasm are summarized. (JT)

The integration of instruction on sex role stereotyping into an elementary social studies teaching methodology course is described. The course resulted in students producing nonsexist lessons, as well as achieving the usual methodology goals of the course. (JMF)

Using a traditional learning paradigm, an attempt was made to evaluate a variety of approaches for inducing relaxation and the consequent effect upon retention in short and long-term memory. Available from: Society for Suggestive-Accelerative Learning and Teaching, 2740 Richmond Avenue, Des Moines, Iowa 50319. (CFM)

This examination of various bases for choosing teaching behaviors emphasizes the teacher's values concerning aims and elements of education. Research data on teaching effectiveness are described as inconsistent. Prescriptions by experts, modeling, and adherence to a philosophical position are useful only when based on teacher's awareness of…

Reports the results of an experimental study of two classes (n=70) of gifted eighth grade students who were taught United States history concepts by either direct instruction or the traditional lecture approach. Results suggested that direct instruction of history concepts is substantially more effective than the traditional lecture approach. (JDH)

Describes and compares three approaches to task analysis--behaviorally-based, concept-based, and cognitive process-based--and provides four tentative recommendations for determining which approach is appropriate in a particular situation. Five flowcharts and fourteen references are included. (MBR)

Representative examples of task analysis procedures were examined for common components, methods, and terminology. Resulting generic components were categorized into the task analysis phases of task description and instructional analysis. The generalized model that is presented contains a consensus of procedures comprising educational and…

Presents a process definition of task analysis and discusses how various techniques of analysis--breaking the task into its constituent elements, determining the relationship between these elements, and restructuring for performance and instruction--relate to this perspective. Two decision tables, a master design chart, and 28 references are…

The Comprehensive School Reform Demonstration (CSRD) network forums were convened by McREL to share CSRD implementation strategies, discuss issues relative to technical assistance needs and CSRD model implementation support, and strengthen communication and collaborative links between the SEAs and regional providers for coordinated service…

Previous research indicates that the principal is second to the teacher in their impact on student learning. However, oftentimes principals enter their position lacking the skills and knowledge of an effective instructional leader. Moreover, districts may lack the internal capacity to support principal's professional development and learning. If…

It can be concluded from the results of this study that beginning wind students can learn to perceive beats and perceive when they are eliminated, that beginning wind students can learn to match unison pitches by the beat elimination process, and that most beginning wind students can use the beat elimination process to achieve correct intonation.…

Two experiments indicate that underlining is no more effective than repetitive reading in facilitating review of material before testing. (MB)

Two principles necessary for integrating the native language and second language approaches to language instruction are discussed: (1) that such an integration must be viewed as a meeting, not of subject areas but of professional competencies and (2) that languages must be considered not as separate systems but as a continuum. (MSE)