This study investigated the influence of differences in ambiguity tolerance and the effects of exposure to a videotape model on the interview behavior of counselor trainees. The potential of creating a variety of learning strategies, such as video modeling, to override the detrimental effects of certain personality characteristics is discussed.…

Hypotheses concerning second language learning and foreign language learning in general are described, and the role of listening comprehension in the development of language skills is discussed. (CLK)

Through the application of psychological and moral development principles to teacher education curricula, the author constructed a series of active learning experiences followed by structured reflection on those experiences. Major elements included teaching counseling skills directly to preservice teachers. Prepared for the Chicago, 1975 American…

This is a report on the work of the California Commission for Teacher Preparation on the Beginning Teacher Evaluation Study (BTES), to determine which skills and qualities are necessary for the beginning teacher to impart learning effectively in the classroom. (JD)

This study was designed to investigate whether student ratings of a modular instruction program were related to the cognitive style, field dependence-independence, of the 85 rating students. It was found that on 14 of 28 course evaluation items student response differed by cognitive style. (Author)

This study compared the effects of two types of incidental learning paradigms and examined the influence of different kinds of stimulus relationships on first and sixth graders' selective learning processes. (GO)

This paper argues that both behavioral and non-behavioral objectives are valuable and necessary in curriculum design, and that the long-range goals define the kind of statements required. Both are appropriate under different conditions. (Author/BP)

Effective counseling with high-risk students must begin with interpersonal skills and then go beyond traditional practices to create a low-risk learning environment. (Author/LBH)

A successful program is accomplished by determining high risk students' needs and by carefully designing curriculum and instruction to help them develop their academic and personal skills. The program considers need, adult learning, administrative commitment, use of specialists, integrated curriculum, and staff development. (Author/LBH)

In order to derive the greatest benefit from French texts, instruction should be in three phases: Discovering the text and collecting information; sorting and practicing language items; integrating old and new vocabulary and language. Examples of discussion and test questions relating to certain texts are included. (CHK)

Considers the hypothesis that the open classroom is less threatening than other role postures of the teacher, with the outcome being that the child will come to direct his own learning experiences and will learn more fully and with less trauma than in other settings. (Author/RK)

Examines the importance of understanding the way relations between teachers and children affect the development of learning environments and how classroom interaction may promote or retard learning. Describes how teaching styles depend on cultural contexts and examines successful and unsuccessful classrooms with examples from a variety of school…

As measured by responses to a main-idea essay question and by written summaries of two passages, students' ability to abstract the macrostructure of problem/solution text read independently was improved by the use of structure training. (FL)

Semantic elaboration, a language-based mnemonic strategy, was taught to 15 students (aged five to nine years) with moderate learning difficulties over a six-month period, using pictures as stimuli. Among reported results was an improvement in overall performance on memorization of pairs of pictures. Generalization to items not used during teaching…

Investigates whether students could more easily remember synthetic words by rehearsing with definitions, examples, or sentence composing. Concludes that students who used sentence composing performed better on a posttest than those who had rehearsed using examples and definitions. (SRT)