Investigates influences of multi-ethnic social studies readings with historical, cultural, and social aspects of black Americans on white children's attitudes toward this group, and encourages teacher directed reading and discussion approaches based upon social studies multi-ethnic publications. (Author/JM)

Investigated the effects of the following strategies on high school students' response to literature: (1) creative drama exercises; (2) teacher-directed lecture discussions; and (3) self-directed small groups. Found no significant differences; however, there was adequate evidence to support creative drama as a viable learning approach. (PD)

Discusses using Utopian and dystopian literature in grade 11 and grade 12 English courses to help replace fright over the world's future with concern and commitment to needed action. (MM)

Reports on an informal round-table discussion with educators and computer science experts about computer literacy and the role of computers in education, which was conducted at the National Educational Computing Conference. (Author/JJD)

College faculty and freshmen program participated in a study of the effect of teachers' preference for complexity and tolerance to ambiguity. Teachers who preferred high complexity classroom interaction maintained significantly more verbal responses in the higher levels of cognition, thereby challenging student thinking. (PP)

Peer relationships greatly influence how students form opinions of books and of reading in general. Students in a class can be seen as a community of readers. Their discussions, both formal and informal, can be a means of developing an awareness of literature and how to enjoy it. (PP)

Notes the difficulties of getting students to respond to literature. Outlines an idealized conversation about a literary work, with some excerpts of the kinds of student-teacher exchanges that can occur. Offers a guide sheet for conducting such literary conversations. (RL)

Three strategies can be used by health educators to respond to students' questions about the instructor's personal life: (1) answer honestly; (2) refuse to answer; and (3) equivocate or lie. In deciding how to respond, instructors should try to ensure educational value and be as truthful as possible. (JN)

The development of a diary-based technique to describe and classify the content of attending physicians' discussions in medical attending rounds and a demonstration of its use at the Seattle Veterans Administration Medical Center are reported. The technique may be of use to medical educators and researchers for exploring the activities of the…

Medical student response to a required sex education course at the University of Texas Medical School is reported. The results suggest that the students have an objective awareness of sexuality as an integral part of medicine, but are reluctant to admit interest and are uncertain where their knowledge will be utilized. (JMD)

Discusses a program in which adult groups (that meet regularly for educative discussion in settings other than educational institutions) can be given support through an academic department's provision of resource materials. Provides an example of support provided to the National Housewives Register, a group which discusses issues and social…

Describes a seminar for minority, particularly Black, students entering the junior year at the School of Nursing, Loyola University of Chicago. Seminar objective was to give academic, emotional, and social support. Notes changing minority student attitudes, the need for earlier tutoring for academic weakness, and the value of group discussion. (MF)

Gaming, an approach to problem solving that engages a real life situation, is a technique particularly appealing for design students because it permits learning about the process of change in a dynamic environment requiring periodic decisions. Two games about consensus decisions are discussed: KEEPS and Senior Center Game. (MLW)

Investigates how teaching and the teacher's role in elementary and secondary school writing classes have been conceptualized by leading workshop advocates. Uses M. Bakhtin's writing on F. Dostoevsky to develop a metaphor of the writing teacher as novelist. Argues that workshop visions of teaching and the teacher's role mystify meaning-making and…