Summarizes a seminar discussion on teaching composition skills to elementary school students. (MP)

Establishes the validity of the Picture Potency Formula as a tool to predict the extent to which children will respond to pictures. (FL)

Describes activities used to help students study poems by Seamus Heaney. Includes a transcript of a group discussion of one of the poems; an essay and poems written by a student in response to Heaney's poems; and a commentary on desirable methods for teaching literature to students aged 16 through 19. (GT)

Projects of second-year university students enrolled in French classes are described. Instead of regular classes, projects on similar subjects were grouped and presented to the class as a whole. Student reactions obtained through a questionnaire are also reported. (SW)

Internal locus of control and positive outcome subjects attributed responsibility for their test results to internal factors, while external and negative outcome subjects tended toward external causations. Ability and luck components were rated in accord with the Weiner model classification, but the effort and task components were not. (Author/SJL)

Study results reveal: students in the auto-tutorial (AT) section learned more and gave more positive evaluations of the course than those in the traditionally taught (TT) world civilization course, and that the attitudes toward history of the AT students improved while those of the TT students remained the same. (AYC)

Discussed are self-modification projects in college psychology courses. Findings indicate that, although students respond favorably to projects involving self-control, they tend to report their actions incorrectly when grades are involved. (Author/DB)

Assesses the influence of model consequences on perceived model affect and, conversely, assesses the influence of model affect on perceived model consequences. Also appraises the influence of model consequences and model affect on perceived model attractiveness, perceived model competence, and perceived task attractiveness. (Author/RK)

Describes a revised media writing course (required of all journalism majors) at Texas A&M University. States that it meets "scholarship" and "centrality" issues in nine ways: communication theory, personal skills, critical thinking, writing about writing, thematic organization, coaching writing, critiques and revisions,…

Explores the language learning experiences of a class of adult learners of Chinese in Australia who were all teachers of English as a Second Language or a language other than English. The study examined the learners' response to their learning environment and their response to the target language. (nine references) (Author/CK)

Presents a lesson plan that exposes students to a variety of information sources on the World Wide Web to teach them to begin to be critical consumers of information. Students are divided into groups and given Web addresses for an organization with a strong view on Nazism. Discusses alternate and follow-up lessons and student reactions. Lists Web…

Examined user reaction to computer-administered and paper-and-pencil-administered forms of the Strong Interest Inventory. Results indicate that user reactions to the two administration modes were reasonably similar in most areas. However, the computer group indicated more often that their version was easier to use and follow. (RJM)

Examines how women's body-image experiences relate to their own gender attitudes and ideologies. Responses from 122 undergraduate women reveal minimal relationships between body-image attitudes and either feminist identity or adherence to traditional gender beliefs at individual/stereotypic or societal levels. Male-female social interactions…

Presents a study that examined the reactions of students to a classroom exercise in which students observed how gender stereotypes influenced memory processes. Explains how one student tells a story to second student; that student tells a third student; and the third student tells the entire class the story. (CMK)

Describes a class assignment that was used in a social psychology course in which students worked in groups of three and produced a 15-20 minute presentation about a prominent social psychologist. Evaluates the reactions of the students to the assignment. (CMK)