Examines theories of early adolescence in relation to teaching eighth-grade English students. Concludes differences in students' responses related to gender differences and self-identity. (JK)

It was found that native English speakers and native Spanish speakers who listened to tapes of Puerto Rican learners of English of various levels of proficiency differed principally in how they rated the linguistic form of the speakers and in the annoyance reported. Pronunciation and hesitations were reported by both groups as the most distracting…

Use of a computerized simulation entitled "A Simulation of the First Year Teaching" by students in a teaching procedures class in physical education is described. (MT)

The cognitive style of 107 college juniors taking an education class at the University of Nebraska was measured using the Myers-Briggs Type Indicator, the Inquiry Mode Questionnaire, and the Conflict Mode Questionnaire. The subjects' evaluation of teacher's competency was measured by the Teaching Analysis of Students questionnaire. Generally,…

This study examines student process behavior differences resulting from divergent lesson planning patterns within an experimental teaching unit. Two physical education teachers planned and implemented contrasting lessons for an identical teaching goal. Differences in student process behavior are discussed. (Author/DF)

Teachers' Notes on an educational television program written by students diverged substantially from Teachers' Notes prepared by a teacher on the same episode. Division of the 49 participating students into experimental and control groups, with the experimental group having the opportunity of group discussion prior to writing their Notes, showed…

This discussion of how conditions of the recipient can affect effectiveness of feedback presents an overview of the topic (feedback functions and feedback about what, when, by whom, and types), and discusses factors affecting formative feedback, i.e., recipients' discrimination repertoires and self-monitoring behavior development in…

Following experience with instruction based on Bloom's model of mastery learning, 1,013 students in grades 1-12 were asked to write their feelings concerning the way they had been taught. Students in all grades and courses, except agriculture, gave a positive evaluation of the learning for mastery approach. (JHZ)

A 1983 survey of 22 male and 134 females enrolled in the University of Calgary teacher education exploratory field experience half-courses assessed the significance of course objectives and activities and the impact of off-campus locations on learning. Results indicated students did benefit from early exploratory field experiences. (NEC)

Explains how journal dialogues (student interaction with author) act as an intermediate step between purely personal responses to a text and formal interpretations for a public audience and how they encourage students to explore and develop ideas for essay writing. (HOD)

Describes the use of microcomputers and text editing functions in a remedial writing course. Presents survey results showing generally positive student responses to using text editing. Sees microcomputers as enhancing students' writing abilities and self-esteem. (DMM)

Discusses the "Every Pupil Response" (EPR) strategy and its use in teaching basic facts, problem-solving, place value, and fractions. Basically, the technique involves children responding simultaneously to a question by holding up a card, using parts of their bodies, or stick figures. Advantages of EPR are noted. (JN)

Presents results of a 1983 survey of engineering students about attitudes behind their decisions to pursue graduate study or seek employment, and what is needed to make graduate school more attractive. Results are compared to a Tau Beta Pi survey on honors students graduating in 1971 and 1982. Conclusions/recommendations are included. (JM)

Describes two innovation games--Diffusion Strategies Game and Printing Press Game--used for staff development at the Centre for Medical Education, University of Dundee, Scotland; reports on what happened when they were played; compares players' views on educational value and playing complexity; and presents authors' views about staff development…

Describes an approach to teaching Shakespeare's "King Lear" in which the teacher provides the students with a modern context/experience that forces them to evaluate their own feelings and actions. (HOD)