A humorous look at educational innovations. (JF)

Explores the use of cartoons as a means of teaching American culture and demonstrates how a discussion of the cartoons can be carried out. Examples are given of the presentation of cartoons in the regular classroom. (FB/Author)

When shown drawings that depicted children of different racial/ethnic groups as victims of a minor mishap, White children found it funnier to see children of other groups victimized in humor than children of their own group. Blacks and Mexican Americans had no humor preferences concerning the victim's racial affiliation. (Author/MJL)

In one experiment, 78 adolescents were shown humorous film clips and required to write captions for cartoons. A creativity test was administered. In a second study, the experimental group completed the Torrance Creativity Test with humorous responses. In both studies, a humorous atmosphere was found to significantly increase creativity scores.…

Humorous suggestions are offered about how to teach children about computers. A satirical list of activities are suggested which require no physical contact with computers and which will spare teachers "the inconvenience of excited kids eager to learn how to use the new technology." (PP)

Presents an innovative approach to teaching vocabulary to high school students. (FL)

Describes the foreign language program at Brattleboro Union Hiqh School. Discusses the qualifications of the language teachers, the importance of early exposure to foreign languages, the use of humor to emphasize or illustrate, student teacher relationship, exposure to several languages at once, and flexibility in course scheduling. (CT)

Reports on a research project in which students read books considered to be funny by media specialists and rated them for their humor. Presents a list of the books read and the ratings provided for each by the students. (FL)

Provides a summary of research on the benefits and uses of subject-matter-related humor in instructional materials, and cites comments of five experts on how to use humor in the design of instruction. Thirteen references are listed. (MER)

Suggests that comics can be studied as artifacts of cultural history, human psychology, and popular art. (SJL)

A humorous approach to "mathematical applications" focuses on the activities of the housewife in doing domestic chores. Six "lessons" touch on the following topics: algebra, direct and indirect proportions, arithmetic progressions, trigonometry, and non-Euclidean geometry. (MP)

The theory and practice of analyzing jokes, with implications for class discussions. (RL)

By distinguishing between students' creative and hostile clowning behavior, a teacher can reduce classroom disruption and enhance social interaction. (JD)