Describes a program in which second-year biology students use plasmid isolation to remove DNA from Escherichia coli bacteria and subsequently ligate and transform it into other E. coli bacteria. Cites ways teachers can get involved in current research that allows student participation. (RT)

A group of students with emotional disturbances generated a list of rewards and received rewards after accumulation of points determined by the daily behavior of each group member. Use of this motivator and behavior management tool seemed to increase the cohesiveness of the group and prosocial behavior of its members. (JDD)

Discusses a questionnaire sent to 763 Society for College Science Teaching members to identify problems of teaching nonmajors. Notes the questionnaire had a high return rate. Lists the eight major problems: post negative experiences; motivation; what to teach; abstractions; how to introduce relevance; staying power; inquiry material; and…

Explored measuring psychic entropy (loss of motivation, unfocused attention, passivity, bad moods) in junior and senior high school students (N=22) and noted predictability of gender and grade using Psychic Entropy Measure for Adolescents. Found results did not support hypotheses that girls experience greater psychic entropy than boys or that…

The article describes problems and challenges in implementing independent study as a major component of a gifted program for Black, urban elementary students. Program adjustments included guaranteed incremental successes, joint planning with students, a small student-teacher ratio, flexible perceptions of project products, high teacher…

Parents of 53 young children identified for giftedness between the ages of three and five responded to a questionnaire concerning child characteristics, support and availability of specialized services, curricular expectancies, and requested and volunteered services. Among immediate concerns expressed were developing and maintaining the child's…

Describes research conducted at the United Kingdom's Open University that examined the motivation, experience, and performance of undergraduate students aged 60 and over. Older Open University students are compared with the rest of the student body and with older students in a variety of other educational organizations. (10 references) (LRW)

Analyzes what is known about how children's judgments of their intellectual competence and their definition and criteria for evaluating competence change with age and experience in achievement contexts. (PCB)

Reports on an investigation of a population of dandelions on a school lawn. Describes the objectives, rationale, study area, and the results of the study. Includes tables and graphs that show data collected. (RT)

Presents a strategy for science learning through a game activity which uses human and/or animal footprints. Provides numerous ideas for creativity in constructing a story and adapting tracks for experiential experiences. (RT)

Explains a teaching strategy in which students engage in hands-on activities before being introduced to new terms or reading text material. Outlines the learning cycle phases: exploration, concept introduction, and concept application using example activities. Provides guidelines and checklist for modifying lessons into this format. (RT)

Reviews evolving conceptions of hyperactivity and attention deficits. The cognitive and social difficulties of hyperactive children may be better understood in terms of motivational and self-regulatory processes than as deficiencies in basic information processing. Discusses the role of stimulant medication. (Author/BJV)

Conventional schooling too often ignores the influence of school culture on what is learned in school. Knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used; this is known as cognitive apprenticeship. Implications for understanding learning and teaching are discussed. (Author/BJV)

Evaluated female secondary school students' (n=317) career motivation using career commitment, occupational and educational aspirations, and vocational certainty as criteria. Found criteria related to variables of socioeconomic status, school marks, grade level, masculine/feminine trait dimensions, attitudes toward women, and marriage/family…

To improve resource room students' attitudes toward education, a teacher identified model special education students who could supply peer support and asked them to serve on a panel. The panel responded to students' questions about problems associated with being in resource classes and about setting and achieving reasonable goals. (JDD)