This staff development kit is the second in a series designed that provides school-based staff development activities. The first kit contains materials, activities, and suggestions to help faculty with early efforts to implement the middle school concept. This kit provides various tools and techniques to improve the quality of teachers'…

This booklet is designed to help Virginia special educators, law enforcement, and child protective service professionals recognize and understand abuse and neglect of children with disabilities; improve the reporting accuracy when there is suspicion of child abuse/neglect; and provide strategies for interdisciplinary collaboration that will…

Teachers are encouraged to examine more critically the assumptions on which science curricula are based so they will be less likely to accept naive approaches to discovery learning. Examples from the Physical Science Study Committee (PSSC) and Nuffield Physics are used to show how they use discovery learning. (IS)

A continuing education course enabling students to learn 20 essential and four optional competencies is described. The course consists of a four-segment home-study component with proctored examinations, and a six-week on-campus clerkship, primarily in inpatient and outpatient settings. (MSE)

Choice of content, teaching methods, and program coordination are discussed. The role of the program coordinator is seen as seeking out relevant resources and ensuring that they are used rather than glossed over. (MSE)

Investigated the effects of question tense (past, present, future, and conditional) on intentionally deceptive and truthful responses to questions asked during employment interviews. Identified, through computer analysis, six variables which differentiated between truthful and deceptive messages and 19 variables which identified between the four…

Reviews research related to content organization and learning and identifies some strategies for designing meaningful content organization that research has suggested might be useful to instructional designers. Forty references are listed. (Author/CHC)

Reports on two case studies of writing development in the primary grades. Notes the impact of teacher's questioning techniques, both on student development as writers and on teacher ability to evaluate student progress. (RL)

Discusses interviewing techniques in two steps: determining user's knowledge of and expectations for computerized literature searching, including beginning the interview and dealing with misconceptions, and the search strategy. The figure provided illustrates four stages of a thesis proposal and the related literature search purposes as aids in…

High school discussion classes were tape-recorded and the duration of student utterances timed. No significant difference was observed between response to teacher questions and response to declarative statements. Response to questions appeared unrelated to selected characteristics of classroom, teacher, and student. The efficacy of teacher…

Describes a teaching method which forces students to gather data and draw influences in order to synthesize a description of the geological events responsible for current topography. (Author/MA)

Reports on a study which investigated the effects of varying percentages of high cognitive questions on primary and intermediate students' achievement at the knowledge, comprehension, and analysis levels. Also investigated the effects of redirecting questions on student achievement. (CS)

This paper emphasizes the need to look for causes of school phobia and maladjustment not only in the pupil, but also in his peer interactions and in aspects of the school, particularly teachers' attitudes toward communication and the use of language in learning. (Author/SJL)

An evaluation instrument was used at the University of Washington and several affiliated schools to examine the differential effects of similar training in medical interviewing on students taught at different locations. The results indicate that similar training at different locations resulted in substantially identical posttest scores. (JMD)

More mental computation and organized and enjoyable activities to practice such skills are advocated. Suggestions for brief sessions involving challenging questions and quick recall of number facts are presented. The author presents and comments on several sample lessons designed for a wide range of student abilities. (MP)