This article examines how participants in an interview use different linguistic and social resources in order to construct multiple, complex self-representations. It discusses interviews from a critical discourse perspective. In particular, it suggests that interviews are sites of struggle where individuals strive to construct representations of…

A detailed description of and rationale for an effective tutorial method of teaching within a standard scheduling framework. (Editor)

Discusses the need for better communication and understanding between students and teachers, and between students and administration. (DD)

Article discusses the issues underlying the high school student's freedom of expressing his beliefs through the exhibition of particular symbols or insignia. (Author)

Defines aesthetic education and explores knowledge of feeling. (RK)

Defines educational drama as role-taking" which consists of creative work" and coping-work." (Author/SW)

Subjects were clients of a university counseling center. Intake counselors' liking of clients was related to their rating of the realism of clients' stated goals, clients' motivation for counseling, and clients' physical appearance. Low correlation was found between liking for clients and clients' positive ratings of experience and counselor.…

Describes an art program for preschool children that includes four social dimensions of art in order to heighten aesthetic perception, improve artistic creativity, and nurture self-esteem. The social dimensions are children having power, children acting on norms legitimate in their own eyes, children functioning "nonestrangedly," and children…

A personal account of teaching creative writing to elementary school students, with information on what the teacher learned about teaching, what classroom techniques she used, and how the students reacted to creative writing and writing for publication. (RL)

The individual uniqueness of every student forms the foundation for expressive activities. Our number one priority as art teachers is to assist our students in identifying their creative expressive potential. (Author/SJL)

Discusses the relationship between individuals and societies, equating human experience and development--particularly language development--with fiction making. Notes the implications this outlook has for English teachers. (RL)

Describes nine consequences for children who are given the opportunity to work with art teachers. Some of these are that making images provides intrinsic satisfaction; children learn that the images they create can function as symbols; and children's power to conceptualize visual ideas and to use effective means of expressing them increases. (KC)