Surveys 114 students studying advanced-level English literature concerning their reactions to literature. Concludes that the students displayed a balance of complex reactions. Comments on their inability to see the significance of literature in relation to their own lives. (FL)

Describes an experiment in which British geography faculty used video cassette presentations for a three week period in first year undergraduate practicals. Examined are the experiment's results in terms of the problems and advantages of video cassette recordings and student reaction to video as opposed to live presentation. (RM)

Compares the traditional method of composition grading, marginal comments, with a more recent technique, comments on cassette tape. (HOD)

Suggests alternatives to questioning after reading that involve students and encourage independence. (AEA)

Argues that a response-centered approach to literature should begin with a consideration of the students' and later the literature's values. Explains how this can be accomplished through the study of literary modes. (FL)

Argues that teachers and students would benefit from teachers' mastering of a variety of types of responses to writing, including personal and empathetic responses, in addition to the traditional advisory and evaluative responses. (RL)

Lists several fears and behaviors that may result when a student with deeply internalized values is faced with ideas that conflict with present attitudes. In a separate section, suggests that teachers record their comments about student papers as a means of providing personalized feedback. (AYC)

Reports on 20 different ways that students can "review a book" besides writing a report. (FL)

Indicates that a teacher's responses to errors made by students in oral reading are related to that teacher's theoretical orientation as well as to the type of error made. (HOD)

Examines the dynamics of the formation of impressions that teachers and pupils have of one another and suggests that the time pupils take to complete a teacher-directed task may be a nonverbal component in the formation of teachers' impressions. (Author/MP)

Shows that Plato's categories of knowledge may be used as conceptual frameworks for the study of film. (GT)

An experiment is described that was developed for a course in Inorganic and Analytical Pharmaceutical Chemistry at Rutgers University to provide pharmacy students with practical experience in the thin-layer chromatography used for the analysis of urine to monitor patient compliance with drug abuse treatment programs. (JMD)

Describes poetry programs presented to children by a troupe of performers who incorporated music, humor, and audience response in their performances. Lists qualities of the shows that contributed to their success with children. (HOD)

Offers strategies for teaching grammar, literature, essay writing, democracy in letters to the editor, and oral presentations of the research paper. (PA)

Discusses student reaction to how fairy tales should begin and proceed and the language choices authors make when adapting fairy tales. Cites several different versions of "The Frog Prince" and describes them. Discusses students' own versions. Gives questions for stimulating student response to "The Frog Prince." (PA)