Described is a method for valuing in the social studies classroom. Students should be allowed to explore and draw their own conclusions. The teacher, encouraging and guiding self examination, should demand rationality and reasoning rather than the acceptance of specific conclusions judged of worth by himself and the school system. (Author)

Adult-child interaction as child verbalizes his experiences helps child to integrate this new information into his store of knowledge. (NH)

Suggests that a partial cause of student reading difficulty may be lack of comprehension of the process of reading and proposes that teacher explanation might help solve the problem. (RW)

Describes a microcomputer simulation game to teach high school students in an American cultures course about the Great Depression. A description of game components and student responses to the simulation are included. (AM)

Near the end of a class, secondary social studies students are instructed to write a reaction to that day's lesson. The teacher reads and responds to the reaction papers. Examples of this technique intended to teach critical thinking are provided. (RM)

Reviews research on teachers' praise in the classroom and proposes specific guidelines for helping teachers praise effectively. Time, concentrated attention, and individualization of remarks according to the student and the situation are considered crucial factors in praising effectively. (CM)

Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (FL)

Performance preferences and students' ideas of "correct" performance were affected by appropriate and inappropriate models. There was a slight difference between boys and girls and an overall preference for fast/loud music over slow/soft music. Correlations between verbal and behavioral preference indications were low but positive. (Author/SJL)

Describes a test of student reaction to viewing a film dealing with mass communications laws. Results indicated the film had a substantial impact on student opinion. (AEA)