Article investigated teaching methods that stimulate students toward learning content in an introductory American government course. (RK)

The findings of the main experiment and the replication support quite clearly the expectation that the use of rhetorical question-and-answer sequences in a lecture enhances the learning of factual materials in an audience that is not otherwise highly motivated to pay close attention. (Author)

The present study investigated the effectiveness of a live lecture with the same material presented on videotapes, audiotape, and printed sheets. (Author)

Outlines a one-semester course on Physics of the Environment'' which is designed for physics and nonphysics majors with a one-semester physics prerequisite. Indicates that the students are content to learn about the environment thoroughly rather than a course concentrating on pollution. (CC)

Describes a one-semester biology course for nonmajors which explores the interdisciplinary potential of psychology, anthropology, history, literature, philosophy, and religion. Satisfactory results in the 1970 tryout with 126 college students are identified. (CC)

Describes an experiment with a special section of a terminal" physics survey. The experiment consisted of systematically removing as much structure as feasible while using a lecture format. Evaluation indicates student enthusiasm and performance increase as structure disappears. (Author/TS)

The effectiveness of graduate teaching assistants in a mass lecture teaching condition and in a team teaching condition with faculty lecturers was investigated using student achievement and student attitude toward course content, materials and instruction as independent variables. (Editor)

Outlines principles and procedures of the Georgetown University and the University of Minnesota Classical Heritage programs for secondary school students. (DS)

Effective and progressive instruction providing student with a solid background in accounting and computer usage. (Author)

Indicates that order of presentation determines the amount of attention students pay to questions asked by other students. Attentiveness is increased if the instructor has not previously lectured on similar information. Bibliography. (RW)

Presents some aspects of concept learning theory (what concepts are and how to analyze them) and proposes ways to improve the teaching of concepts in introductory chemistry courses. Emphasizes the lecture format, although ideas presented are applicable to other teaching methods. (Author/JN)

A random sample of 268 lectures given in 55 agricultural colleges in the United Kingdom were analyzed by the lecturers for the sources of new information used in them. Fourteen sources were identified and are analyzed for patterns of use in six subject areas. (MSE)