This booklet lists suggested roles and relationships based on an involvement model concerned with process as well as product. Suggested activities are based on the rationale that youth, like teachers, need a sense of genuine participation in the educational enterprise if their growing disinterest and disengagement is to be reversed. The…

The participation of graduate students in academic decision making is not only desirable, but necessary and inevitable. The momentum of the reforms at the undergraduate level is now carrying over to graduate schools. Students no longer consider graduate education a privilege, but a right to advanced training and to something beside a "worthless"…

This review of goals for higher education developed from a request from the National Commission on the Financing of Postsecondary Education for information concerning goals. Major studies of goals are reviewed, beginning with "Higher Education for American Democracy," the report of the Commission on Higher Education. Documents produced by major…

Student appraisal of faculty instructional competencies is commonplace. Although several logics account for sponsorship of student evaluation schemes, the ultimate product of student evaluation ought to be improved instruction. The purpose of this paper is to investigate relationships between student evaluating and better teaching. A mandatory…

The objectives of this study are twofold: a) measuring students' expressive engagement levels while increasing the teachers' use of two teaching strategies, Personalizing the Task (PT) and Recognizing Individual Achievement (RIA); and b) testing the use of observation, feedback, and training as a practical model for changing teacher behavior.…

This study was undertaken to determine some of the effects of role change on children's language production. The questions to be answered were: (1) To what degree is the language of a 6th grade child more conplex in the tutor role than it is in the role of student?; (2) Is there a significant difference in the variety of basic language patterns…

Discusses causes for the problems in language instruction in France, and offers suggestions for improving the situation, including greater communication among language professionals, greater flexibility to instructional change, and greater attention to the student. (AM)

Argues against the value of Ralph Tyler's rationale for curriculum development and presents an alternative approach that emphasizes learner participation. (JG)

Points out that if students are to learn to negotiate meaning, they must have opportunities to use a balanced combination of informational, expressive, and interactional language. Describes three teaching strategies which are important in nurturing a range of language in the drama classroom: questioning, reflecting, and teacher in role. (ARH)

Describes how students from English classes in Lapwai High School (Idaho) produced their own Foxfire-inspired magazine and conducted workshops on magazine production. (ARH)

Four strategies effective in helping learning disabled students develop specific skills necessary for effective reading comprehension are described: (1) self questioning, (2) lookback strategies, (3) use of a code, and (4) inference modeling. The procedures are designed to shift students from a passive to an active role in reading. (CL)

An approach to spelling instruction allows students to select spelling words as part of a whole-language, language experience writing program. Guidelines for implementing such a program are offered. (CL)

A review of the literature and personal action research leads the authors to question the relevance of much of the advice offered to students concerning study skills. They offer a different teacher-learner framework for those teachers and students who wish to gain insight into, and control over, their own teaching/learning. (Author/CT)

Metaphors used commonly in education do not adequately define school problems or help in reform. A new metaphor of the school as a knowledge work organization is offered with a description of teacher and student roles. (DF)