Presents the results of a questionnaire given to 320 undergraduates asking from which college course did they learn the most, the least, and why. Results show a majority of students cited the teacher as being responsible for both the courses they learned the most and the least from. (DS)

The Nebraska Psychiatric Institute at the University of Nebraska College of Medicine has developed a program for teaching ethics in the psychiatric clerkship. Educational objectives for the program are defined and the program content is described. Student response has been enthusiastic. (JMD)

The use of remote broadcasting equipment in the training of interview skills to third-year medical students is described. Equipment consists of a radio transmitter used by the instructor, and a small hearing-aid-like device worn by the interviewer. This technique allows immediate feedback to the student. (MLW)

Describes the curriculum involved in teaching "Facing History and Ourselves: The Holocaust and Human Behavior," a program written for secondary social studies students, and gives samples of student and educator reactions to the course. (JD)

Introductory psychology students were randomly assigned to two experimental groups. For the first half of the class term, only Group 1 received instructor-prepared notes. In the second half of their term, only Group 2 did. Achievement did not differ until phase two, when Group 1 had significantly lower performance. (SJL)

Discusses the role played in classroom communication by each hemisphere of the brain and how each helps a child decide on the authenticity of verbal communication. Cites a study of verbal-nonverbal cues and brain functioning revealing that children rely on the nonverbal cues as indicators of the true message. (FL)

To provide an opportunity for pharmacy students to acquire a better understanding of the medical service representative's functions as a member of the pharmaceutical industries' marketing force, a practice experience elective course in pharmaceutical sales was developed at the University of Cincinnati. Course planning and implementation are…

Describes an ethnographic research study of collective student activities that occur during instruction in basic subjects. Intensive observation was made of a first-grade and a fifth-grade classroom. Observations were recorded every day for five months. In addition, students were formally interviewed to get their interpretations of lessons. (SS)

Summarized are three studies which used the Barclay Classroom Climate Inventory to measure the psychological and social-affective impact of six different classroom settings and a specific mainstreaming procedure on 240 educable mentally retarded and learning disabled pupils. Implications for mainstreaming and placement decisions are drawn. (SJL)

Besides providing children with opportunities to practice skills in the making of art, teachers also need to help children learn to respond to aesthetic qualities found in their art and beyond. Examines aesthetic response and how it can be developed in young students. (Author/RK)

Describes a collaborative model as operationalized in a teaching English to Speakers of Other Languages teacher training course across two stages of course implementation, i.e., the piloted and the revised course. Presents qualitative and quantitative data analyses of student reactions through both stages of course implementation and identifies…

Evaluates the role of commercially available foreign language teaching materials, citing the reasons for using these materials as time pressure on teachers, the uncertain language competence of teachers; the materials' visual appeal to students; and the need of a yardstick of progress. The article argues that, failing a revolution in teaching, the…

Five problem-based learning activities tested by fourth-grade gifted students are suggested. Each open-ended problem is intended to be worked on by a small group for 30 minutes. Student reactions are quoted and analyzed, noting that students became more willing to take risks, test the properties and limits of their materials, and learn from their…

Effects of two instructional trial scheduling formats (massed practice only, versus combined massed practice and distributed practice) on acquisition, transfer, and generalization of explicitly prompted requests were studied with five children with severe mental disabilities, ages 4-8. General case/naturalistic teaching was effective for all…