Developed as a quinmester unit for high schools on performance in argumentation and debate, this guide provides the teacher with teaching strategies for a study in which students refine their understanding of the principles of argumentation and debate through participation in classroom debate. The course includes the structuring of a variety of…

The results of a survey conducted in 1971-72 to examine the nature and scope of high school speech institutes are discussed. The author examined responses from 52 schools (out of a total of 82 to whom questionnaires had been sent) on such factors as institute dates, financing, events included, staffing, and recruitment. Although 20 different…

The National High School Debate Problem Area for 1973-74 centers on the questions, "What is the role of the federal government in extending public assistance to all Americans living in poverty?" This collection of federal government documents and periodical articles supplements the "ERIC First Analysis" of the topic (CS 500…

Describes a discussion model based on the reader-response approach which thrives on controversy and encourages students to become an active, responsible "community of interpreters." (MM)

Suggests guidelines for library service to college and high school debaters: (1) learn how educational debate is structured; (2) assess the level of debate activity in the area; (3) determine appropriate levels of service; (4) evaluate and/or supplement existing resources; (5) provide services required; and (6) provide recognition. (37 references)…

Views gaming from a communication perspective. Reviews the major benefits of gaming and relates them specifically to academic debate. (PD)

An overview of debated issues related to the benefits and disadvantages of inclusive schooling. The beliefs of districts, school personnel and parents are widely differing as related to the placement of students with special needs in inclusive settings. The examples of current federal laws help to shape the debate of full inclusion in schools…

This "Third Edition" updates the decades of the 1980s and 1990s and moves into the events and issues of the 21st century. Designed as a teaching supplement for any U.S. history course of study, it can be used in its entirety or selectively to fill in gaps left by traditional textbooks and curricula. The authors seek to bring U.S. history…

Certain kinds of extracurricular activities develop interpersonal, leadership, and participatory skills that are important to citizenship and politics. In this research, the focus is on simulated legislative debate and the question is how such activities might contribute to persistent gender differences observed in elite political participation in…

Discusses oral reports as a vehicle for language instruction; individualization'' is a function of subject area and report length. (DD)

Teacher developed U.S. history curriculum materials involve high school students in analyzing rival historical interpretations. Students learn how to deal with arguments through the booklet "A Guide to Critical Thinking" and then analyze and debate interpretations. Appendices include sample materials and a matrix of content with associated…

A response to a previous article by Steven M. Cahn ("The Authority of a Teacher"), about the threat of student evaluations of teacher performance to faculty authority, expresses concern that professional rights and privileges rather than academic freedom are being protected. (MSE)

Found that parents' social class was the best predictor of adolescents' perceptions of the importance of the debates. The best predictor of students' ability to attribute victory to one of the candidates was interpersonal communication prior to and immediately following the telecast. (PD)

A physicist argues for the establishment of ground rules in the current nuclear power debate so that vital policy decisions and discussions stay within the realm of rationality permitting useful and meaningful exchanges of information and data. (BT)

Describes use of debates to teach English as a second language students how to separate the relevant from the irrevelant in written and spoken English and the mental discipline to use only pertinent information. (BK)