Examines four important outcomes of reading instruction--to enjoy and appreciate reading, to understand reading's communication function, to find information, and to develop word recognition and comprehension strategies--and illustrates how direct instruction varies qualitatively from outcome to outcome. (RL)

Problem-solving activities of one form or another are encouraged at all times, with problem-solving lessons recommended at least every 10 to 12 days throughout the year. A number of ways to carry out such a heavy schedule are outlined. (MP)

An approach to problem solving broader than the traditional one most often used by instructors is described and recommended. Implementation of these ideas has the potential of increasing problem solving ability of students while promoting a fuller appreciation of the value of the process. (MP)

A general analysis of the learning process precedes the discussion of a teaching model designed to provide effective control of the process of attaining knowledge. Features of the model discussed include preliminary knowledge, motivation, presentation and activities, feedback, and planning the assimilation process of a complete subject. A 21-item…

A case has been presented for excluding any consideration of psychological theories from teacher education programs and replacing them with an academic concern for teacher competence. It is argued that this approach is untenable, and that, if psychological considerations should be deposed for procedural and practical concerns, no effective…

Discusses the role of school counselors as instruments in the hidden curriculum which affects students' attitudes toward learning and their self-concept. Counselors should examine assumptions about learning and definitions of education to be an influential force in the educational process. (JAC)

Several studies are presented which deal with more/less from a positive perspective based on what children can do, in the hope that results might be helpful to primary school teachers and to teacher educators who work with them. It is felt teacher awareness may help instructors. (MP)

This study compared a large class instruction procedure with conventional small class instruction for a mathematics course for prospective elementary teachers. (MP)

The roles and uses of symbols in mathematical thinking are discussed. The thinking process is further subdivided into specialization, generalization, and reasoning. (MP)

Suggestions are made for helping children correct and analyze their own work so they may learn from their own mistakes. (MP)

Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)

Comparing goal-oriented v human relations-oriented management theories, it becomes apparent that effective leadership is determined by flexible approaches appropriate to the given situation. For trainers, this "effectiveness dimension" encompasses both the achievement of learning goals and the maintenance of human relationships with learners. (SK)

The theory of teaching the language arts is investigated for implications for teaching mathematics. Two major implications are noted and eight examples of activities designed to help teaching by addressing the various roles of the language arts are given. (MP)

Some potential difficulties involved in using "real-life situations" in teaching problem solving are illustrated with a racing car problem. The importance of developing mental images and the ability to abstract in the solution process is indicated. (MP)

The use of the term "problem solving" as a goal for the organization of mathematics instruction is criticized as an ambiguous slogan that is building a false bandwagon of supporters. Some possible routes for more carefully defining this goal are suggested. (MP)