Problem-based learning is argued to be the most effective means of developing students' general mental abilities, integrating academic and operational approaches to higher education, and instilling a high level of student motivation and capacity for active learning. Conditions for successful problem-based learning are discussed. (Author/MSE)

Discusses a computer program requiring students to find an object on a grid by using location coordinates. The program, which provides a wide range of problem-solving activities, is a highly motivating approach to hands-on metric measurement, rounding off numbers, and plotting points on Cartesian coordinate systems. Includes complete program…

Training medical students in physician/patient interaction skills resulted in a reduction of the number of times patients failed to show for their scheduled appointments. However, students were ambivalent about recommending the course to future students. (RM)

The author examines the present educational provision for unemployed adults, in the light of its relevance to their needs, and draws attention to the Open University's (Great Britain) work in this field. The author also discusses the effects of unemployment and assumptions about unemployment. (CT)

Concludes that middle school and high school students are rarely involved in discussions (as opposed to recitations) of their content reading assignments. Includes three sources of information for helping teachers help their students learn from text. (FL)

Describes a program in which three educational institutions collaborated to create and implement a multisensory reading/language arts program that focuses on language arts integration, sequential skills learning, and individualized instruction. (FL)

Cognitive theories of problem solving and cognitive psychologists' suggestions for teaching problem solving are reviewed. Theories and suggestions from creativity research are also considered. How high proficiency levels in problem solving are acquired and how best to teach problem-solving skills (for both well- and ill-structured problems) are…

Radio-assisted practice is a technique that allows unobtrusive communication from supervisor to trainee teacher during actual teaching activity. Further research, implications, and application to the enhancement of intelligent teaching skills are discussed. (Author/DF)

Presents an overview of findings related to preparing for employment and making a successful college-to-work transition. Reports how some educators responded to these findings and their recommendations for nontechnical skill development at the postsecondary level. (JOW)

Identifies five obstacles to effective teaching of thinking skills, including lack of consensus among teachers, lack of knowledge among teachers, mistaking of skills testing for skills teaching, teaching of too many skills in too little time, and testing that inhibits students' thinking skills. (JW)

As part of its long-range planning, Emma Willard School in Troy, New York, has turned to professional thinkers about the future for help in charting its course. Professor Thomas F. Green recently addressed an alumnae council meeting and five of his observations about the future and responses to them were discussed. (Author/RK)

Steps for teachers to follow in improving reading comprehension among students are presented. Three main levels of reading are identified and basic reading skills necessary for a mature reader are outlined. (Author/DB)

High school seniors enrolled in office procedures, model office, and cooperative office education programs were compared in their performance in office decision-making abilities, perceptions of the office world of work, and knowledge of business fundamentals and general information. Comparisons were made with office employees on decision-making.…

A course called "growth groups" was developed in an upper division baccalaureate nursing program to facilitate the unfolding of human relations skills in the nursing student. This article explains the unique dimensions of the course, its philosophical assumptions, its implementations, and its evaluation. (Editor/TA)

Discusses major characteristics of the 21st century and stresses that a high degree of global interdependence is probable. Skills that students will need to deal with the future are identified and ways in which schools can prepare them for their future roles are specified. (Author/DB)