Describes a study in which 245 university students ranked their preferences among typographical variants of typeface, size, emphasis, and interline space in 16 paragraphs. Six references are listed. (CHC)

Reveals that middle school students enjoy the books of Enid Blyton because they launch immediately into the action and are full of action throughout; they keep description to a minimum; and they contain characters who are about the same age as the readers. (FL)

Argues that using story frames to guide students' responses to comprehension questions seems to help them provide better answers and to develop their independent comprehension skills. (FL)

Proposes concept of the Teacher Value System as explanation for the phenomenon of students in foreign language classroom producing nonsensical utterances. Argues that these statements are product of particular patterns of teacher behavior. Believes this explanation affords insight into some prerequisites for communicative teaching. (Author/BK)

Discussed hidden curricula of dichotomous drug education teaching methods. Suggested that hidden curriculum of traditional drug education teaching style reinforces some qualities characteristic of substance abusers. Proposes that hidden curriculum of nontraditional teaching methods is more likely to teach attributes consistent with appropriate use…

Describes five recent studies by the authors on the effects of teacher enthusiasm on secondary social studies achievement. Study results indicate that students can perceive differences in teacher enthusiasm. Students prefer higher levels of enthusiasm and appear to learn more from lessons taught enthusiastically. (AM)

The second in a series of articles concerning the pros and cons of whether it is better to use questioning as part of the teaching device or not to question during discussion focuses on the most effective nonquestioning techniques. Alternatives to questioning are given. (JN)

Outlines similarities and differences in student responses to surveys (1975 and 1979) on a science resource center, focusing on number and duration of student visits, and activities in and satisfaction with the center. Includes comments about the intentions and the effects of operating such a center. (Author/SK)

Analyzes six basal reading series and reveals that the number of "distant" stories--those with content that is not closely related to the reader's experience--increases with the age of the intended audience. (FL)

The model of phenomenological balance attempts to explain the aesthetic response by accepting all the major philosophical interpretations of the aesthetic experience as legitimate articulations of essential components one encounters when confronting a work of art. It is intended to aid teachers in planning aesthetic experiences. (Author/SJL)

Nine writers reflect on what it is like to talk with their readers in schools. One theme prevails: the importance of face-to-face encounters to the writers as well as the readers. (HOD)

The authors briefly review 12 children's counting books and describe how a group of preschoolers reacted to each. (SJL)

Student's perceptions of the faculty advising process were found to be relatively undifferentiated, emphasizing student's reactions to perceived social skills of advisors, with minimum awareness of technical functions. This view was contrasted with faculty perceptions, which are more complex. Implications for training and evaluation are discussed.…

A western North Carolina study explored how 31 teachers and 35 students viewed implementation of the 4 x 4 block schedule in five high schools. Students overwhelmingly favored the schedule. Advantages included getting better grades, participating in school-sponsored clubs during the school day, having less homework, and graduating a half-year…

Outlines a pilot study undertaken by staff of the Open University (Great Britain) to gain feedback from students on the effectiveness of support of their students' learning as an aid to staff development. The use of questionnaires is explained, and tutor responses to students' comments are discussed. (Author/LRW)