Teacher student interactions are described within the context of role perceptions and social psychology. The effects of status differential and its pervasive effects are discussed with recommendations for constructive changes. Presented at American Psychological Association, Washington, D. C., 1969. (Author)

Although aimed at the school psychologists, this paper suggests the use of a variety of interventionists and implies a more active follow-through than has typically been taken by psychologists in the schools. (Author)

Offers some insights into why students rarely attain proficiency in a second language. Suggests organizing a second language program in such a way as to encourage students to spend the time required to become proficient. (EKN)

A private school breaks students across grade levels into two "clan" groupings over a long-term basis. This model is presented to public schools as an effective way to bridge different student backgrounds and teach students to collaborate and have a sense of belonging. (MD)

Analyzes the formation of parent and student interest groups, their actions, and their role in the resolution of the St. Louis, Missouri teacher's strike of 1979. (GC)

Recounts problems which occur when individualized instruction is used to teach social studies. Problems include that it is not realistic because the student/teacher/instructional material relationship is too complex, social studies content is too multidimensional to be learned by mastery learning, and most schools do not have the support system…

Points out that the functions of rhetoric in the classroom--synthesis, discovery, arrangement, persuasion, and memory--provide a starting point and a perspective from which to examine the epistemic claims of rhetoric. (PD)

Argues that students may influence teachers' lives and careers after, for example, achieving influential positions or by disseminating their teachers' ideas. Maintains that the impression of students' passivity in the student-teacher relationship needs reevaluation and emphasizes that educational change reflects shifting student demands. (CAM)

Maintaining that the judicial process is particularly effective as a form of program evaluation, this article details organizational procedures and lists the following advantages for use of the judicial process: issues are investigated in an open forum, the community can participate, and exciting opportunities for teaching and learning are…

Instructional situations for adults should not be patterned after those for children. Adult learners should be fully involved in the decision-making processes that affect the teaching-learning situation. (JOW)

Explains how a teacher engages students in conversations about the teaching of writing and the use of portfolio assessment. Contains student input on a number of assessment criteria: range, flexibility, connectedness, independence, and conventions. (TB)

Discusses how to teach instructional planning in preservice teacher education and describes two methods to facilitate self-regulation: the Instructional Planning Self-Reflective Tool and the Constructivist Planning Self-Reflective Tool. Highlights include recommendations for use based on empirical research; objectives, including audience; roles of…

Describes what the author means by "making the student the star" by relating several unforgettable moments from his tutoring experience. Describes how these moments helped him understand what separates meaningful, effective learning environments from ineffective, frivolous ones. Concludes by describing some interactive design techniques he has…