Challenges the belief that knowledge of economics will help students make more intelligent decisions in their roles as citizens. Questions the usefulness of current research by economic educators. Urges that the tools of economic analysis which they teach about should also be used in the study of economics teaching itself. (Author/AV)

A teaching model developed at a Canadian university shows that student motivation is increased when action and person-oriented communication dominate. The textbook is not abandoned, but emphasis is on free speaking. Simulation is used in small groups. Teacher participation is minimized. Simple speech samples are given. (Text is in German.)…

Students keep a diary of reactions to any course ideas which are personally significant and comment on class lectures, relevant newspaper articles, television, films, and experiences. Preliminary research indicates the log has a positive impact on student motivation, interest, and self perception. (Author/JK)

Describes the role of the undergraduate course assistant as an integral part of the design strategy for an introductory educational psychology course at Purdue University. (Author)

Advances six postulates that largely define the learning side of a reciprocal language learning/teaching model, involving manner of presentation; learner characteristics; sensory data and memory role; comprehension and memory; multiple presentations; and informed teaching. (Author/CB)

The article describes seven steps that can be used to increase teacher effectiveness through inservice teacher education programs that follow the Hunter staff development model. The steps are described and examples of how to apply each step to teaching physical education are given. (JL)

Criticizes Madeline Hunter's teaching model emphasizing a perceived mechanistic and simplistic approach. Also stresses the ways the author feels the model negates the teaching of thinking skills. Attacks the scientific approach of Hunter's model, its philosophic perspective, and the training process. (MD)

This updated 1987 article argues that teaching of thinking skills, common in gifted education, has wider value in regular school instructional programs. It describes programs which have implemented Talents Unlimited, a classroom-level, research-based model for teaching creative- and critical-thinking skills which encompasses productive thinking,…

According to the Spectrum concept, all teaching is a chain of deliberate acts resulting from a decision-making process that begins before the teaching transaction and continues through evaluation. The Spectrum places all styles of teaching on a continuum according to whether teachers or learners are most responsible for decision making. (PGD)

Enumerates negative emotions that early childhood teachers may feel when first encountering the handicapped child and suggests ways to overcome these feelings. (KS)

This study shows how a university writing instructor successfully prepares and conducts discussions and handles student responses and reviews students' attitudes toward this method. The description indicates it is possible to derive a realistic model of discussion and implies such operational models can be derived for most other teaching methods.…

Investigated were 286 third-year elementary education students to determine instructor characteristics which most enhanced credibility in courses intended to develop a positive attitude toward teaching science. High credibility characteristics included: reference to practical activities, modeling teaching modes, past teaching experience,…

The study sought to determine whether a teacher could efficiently and effectively develop, execute, and evaluate a mathematics program that would adequately enable pupils to learn. (Author)

Describes a simplified model for summarizing ecological relationships. The components of the ecological triangle are biotic, abiotic materials, and abiotic conditions. Discusses three-way component interactions, population studies, limiting factors of pollution on humans, and difficulties in establishing casual relationships in field research. (CS)

Presents reasons for including geography as a separate discipline in the secondary curriculum rather than synthesizing it into an interdisciplinary social studies program. Approaches to curricula structuring and sequencing are suggested. References are included. For journal availability, see SO 505 212. (Author/DB)