Pressure for competency based teaching and the need for models of teacher effectiveness for teacher education prompted this research on the influences on cognitive and affective learning. The results indicate that teacher personality is an influence and that during the elementary years the affective domain is more important than the cognitive.…

Presents student and teacher evaluations of the LAMP unit "Paints and Dyes." The units are designed for low motivated secondary school students. Copies of the objectives and the evaluation instruments are included with the article. (CP)

Shows how principals can strengthen school reading programs through recognizing their role as instructional leaders, stressing reading as a priority goal, implementing change with sensitivity and skill, and developing an inservice program providing teachers with support, structure, and stimulation. (GW)

Utilizing Michael Polanyi's theory of knowledge as a framework, the author outlines an approach in which illiterate adults might increase their motivation and chances of success in developing reading skill. (EM)

To ascertain the specific determinants that should be considered when instituting continuing nursing education programs, a survey of nurses was conducted. Based on 425 responses, seven determinants were identified, including the need to do prestigious work, interest in increasing one's knowledge base, and special needs related to the employing…

Discusses a new approach for the effective use of mixed ability teaching. (Editor/RK)

A description of units, including materials and techniques, used in secondary school French classes in Norway. The basis for selection of materials was student interest and motivation. The units appealed to the students' intelligence, imagination, sense of play and of group. Several samples are given. (Text is in French.) (AMH)

An issue-oriented approach to the teaching of personality involved students from one class in formal debates with students from another class. Evaluation of student attitudes and achievement in the course showed that high motivation and sharpened critical thinking resulted from the course design. (Author/AV)

Presents a model which provides a theoretical framework for conducting research regarding the determinants of a professional's intention to participate in continuing education. The framework's three components are the professional's (1) attitude toward participation, (2) perception about what significant others think about his or her…

Suggests that test performance can be improved through test administration procedures that inform students when they are responding to instruments that assess socially desirable attributes (such as aptitude and achievement) and that take into account children's feelings about school tasks. (Author)

While raising the SAT scores of students is a worthy goal, it is important not to lose sight of the need for teachers to develop their own professional knowledge, so they may broaden the vision of pupils and give them an understanding of the importance of human interaction in the world beyond the classroom. (JD)

Activities of the Office Education Association, a cocurricular organization for students enrolled in secondary and postsecondary vocational office education programs, are classified as professional, financial, civic, service, and social. The author suggests ways to integrate these activities with the occupational curriculum. (MF)

A description of introductory university French courses in Japan where communication needs have effected a change in student motivation. The objectives, learning conditions, role of error analysis, linguistic obstacles, teaching goals and methods, course content, and new perspectives are discussed. (Text is in French.) (AMH)

Reports the results of a survey designed to ascertain the characteristics (age, sex, race, marital status, family income) of 4,631 community services students at nine Florida community colleges and to determine their reasons for taking such courses and the degree to which the courses met their expectations. The questionnaire is included. (DC)

Covert assessment strategies not usually reported in psychological testing are described and their implications for educational diagnosticians, school psychologists, and clinical psychologists are discussed. Covert assessment is a procedure which does not violate standardized testing procedures, but rather complements and enhances the assessment…