Discusses the results of a survey on the usage of computers in secondary schools. Indicates that the majority of use was by computer classes; more staff development is needed for teachers of non-computer classes; and there is insufficient hardware and software available for non-computer classes. (TW)

Argues that classroom teachers must take the responsibility of preparing students to live in a pluralistic society and must become aware of cultural and linguistic diversity in the country and the world. (FL)

Describes observations of two British primary school classrooms and how teaching conditions set up or preclude gender specific reading attitudes. (HTH)

The Developmental Day School, a 4-year-old demonstration school in Phoenix, is described. The curriculum is based on neurodevelopmental, sensory integrative principles. An interdisciplinary staff integrates communication, daily living, academic, sensorimotor and music components. Self-stimulating behaviors are handled by analyzing the child's…

Describes how a community college has adapted an instructional computer network originally developed to teach hearing impaired individuals to write. It is now used as an integral part of three different writing courses. Discusses how the system works, providing examples of student work, and a description of the software used. (TW)

Discusses several ways in which the Logo programming language can be used to experiment with and learn about matrices. Describes procedures for developing a Logo tool to establish a matrix representation, as well as others for adding, subtracting, and transposing. (TW)

Appropriate instruction for culturally and linguistically diverse children requires distinguishing among individual needs related to culture, language, poverty, mobility, and exceptionalities. Presented are suggestions regarding prereferral, assessment, curriculum, parental involvement, and program coordination for Black, Hispanic, Asian, and…

Describes a strategy to motivate adult basic education students to comprehend text in a manner that draws on their background knowledge and is based on peer interaction. (RS)

Provides reviews of four educational software packages which deal with problem solving, mathematics, history, and reading comprehension. Includes information about appropriate hardware, grade level, the publisher and purchasing. Contains comments about the strengths and weaknesses of each program. (TW)

Reviews national policy on informatics and education in Argentina. Lists government efforts to enhance computer literacy. Discusses the social context of computers. Calls for teacher training in computer techniques. Highlights the importance of computer resource specialists in schools. (CW)

Discusses how the term "race" is used in English-speaking cultures and proposes ways for handling the language of race in language arts classrooms. Points out that racial issues provide means for developing critical thinking skills and help students learn about how societies in general function. (SKC)

Reports on a survey of universities in the United States which offer computer science graduate programs. Summarizes findings relating to the general attributes of responding universities, hardware and software resources, graduate student entry requirements, and courses of study. (TW)

The low birth weight criterion and other factors used for entry in 1971 into the Responsive Environment Program for Spanish-American Children (RESPAC), yielded predictions of school failure for nearly all RESPAC students. A significant finding of the 10-year follow-up study was that 86 percent of RESPAC students had normal school progress. (JHZ)

Suggests a method of integrating teaching microcomputer graphics in engineering curricula without encroaching on the fundamental engineering courses. Includes examples of engineering graphics produced by commercial programs and others produced by high-level language programing in a limited credit hour segment of an educational program. (CW)

Describes how "The Odyssey" is taught to fifth graders as a part of a study of ancient civilizations. Beginning with a storyteller's version of the tale, the children hear, read, discuss, and write about parts of the story. Learning activities and resources are described. (LMO)