Describes the automation process in a library resources center in a small rural school district. Topics discussed include long-range planning; retrospective conversion for an online catalog; library automation software vendors; finances; training; time savings; CD-ROM products; telecomputing; computer literacy skills; professional development…

Examines whether or not communication strategies (CS) can be taught and suggests reasons for the controversy surrounding the teachability of CS. Also reports on a study of CS training with Hungarian secondary students, the results of which suggest that quantity and quality of learners' use of CS does improve with focused instruction. (Contains 62…

Reports the results of a case study of home computing use in an Open University (Great Britain) multimedia course. The use of student questionnaires and journals is described; and student attitudes about relating new information to existing knowledge, retention, transfer of knowledge, the need for reference materials, and time spent are discussed.…

Describes an instructional unit in which students developed a series of mock trials based on legal issues in popular fairy tales. Asserts that meaningful learning takes place when children's activities in schools involve real-life experiences. Provides a list of 19 legal issues found in fairy tales. (CFR)

Current and likely future national policy and procedures for British university program evaluation are discussed, including assessments undertaken at different levels of governance. Issues in the national debate over assessment and accountability are enumerated and illustrated in the case of the University of Brighton. Persistent difficulties in…

Presents a role-playing activity based on political and legal issues surrounding a mutiny on a Spanish slave ship that landed on U.S. soil in 1839. Includes learning objectives, background information, and role descriptions. Suggests student writing assignments and further research projects. (CFR)

Discusses why Japan has participated in the international cooperative studies sponsored by the International Association for the Evaluation of Educational Achievement (IEA). Asserts that Japanese educators want to compare not only content acquisition but also measures of cognitive learning. (CFR)

Maintains that time and money are significant variables affecting the way art is taught. Reports on a survey of elementary art teachers. Finds that the teachers perceive themselves to be undervalued, have little planning time, and are provided with limited budgets to achieve educational objectives. (CFR)

Asserts that price comparison is a good way to interest students in the study of cultural diversity and global understanding. Presents data comparing consumer goods prices in Japan, Hong Kong, and the United States. Includes 14 classroom activities and an 18-item annotated bibliography of children's fiction books on China and Japan. (CFR)

Maintains that most high school social studies instruction emphasizes coverage and memorization of fragmented information. Presents a definition of in-depth study and describes its implementation in an issues-centered classroom. Provides suggestions and caveats for instituting issues-oriented instruction. (CFR)

Presents a fictitious dialogue between a student teaching supervisor and a student teacher about cooperative learning in the classroom. Reviews and evaluates the classroom procedures used by the student teacher. Concludes that cooperative groups improve student interaction and discussion skills. (CFR)

Describes the personal development of a private-school teacher involved in course restructuring in U.S. history. Lists and discusses the use of seven themes as the basis for the course. Concludes that history, more than any other subject, is linked to personal identity. (CFR)

Presents practical suggestions for resources and instructional strategies for teaching the Holocaust to middle school students. Describes the experiences of a classroom teacher working with an eighth-grade class on the topic of the Holocaust. Discusses the use of novels and includes a list of 11 recommended titles. (CFR)

Presents a unit of study on the Holocaust designed by a team of teachers for sixth-grade students. Includes student objectives, suggested learning activities, and methods of student evaluation. Provides a full-page description of a culminating activity. (CFR)

Maintains that courses in curriculum studies should be evaluated on "why" they should be part of teacher education and "how" they should be taught. Asserts that curriculum studies occupies a more tenuous position in teacher education than do established disciplines such as sociology, philosophy, and psychology. (CFR)