A narrative description is given of a 14-week interdisciplinary (art and education) course offered by the University of Nevada, Reno. The course utilized commercial films and dealt with the Black, Asian, Chicano, and Native American experience. Films used, student comments, and the students' film evaluation form are included. (SJL)

Novice listeners have difficulty perceiving form in music because they experience music episodically, not holistically; and because conditioned by popular music to respond emotionally, they see no reason for intellectual analysis. To achieve aesthetic literacy, students must be taught both analytic and aesthetic perception, utilizing both brain…

A kindergarten teacher stimulated many language experience and dramatic activities when she came to class one day impersonating the crabby teacher Viola Swamp, from the children's story, "Miss Nelson Is Missing!" (SJL)

A study of the cognitive differences and effective preferences of college students exposed to televised v direct classroom instruction indicates that, while student cognitive acquisition is the same with both types of instruction, students prefer and enjoy direct classroom instruction. (JMF)

Considers how literature and the modern media influence the quality of children's language development. Provides samples of student responses and student writings, showing how they react to literature and learn from it. (RL)

Discusses a study conducted at Harcum Junior College, a private, two-year, women's college, to elicit students' perceptions of a variety of learning experiences/teaching methods and of their relative enjoyment levels with regard to these experiences. Includes the questionnaire. (AYC)

Surveys major learning theories and their application to teaching, concluding that lecturing does not require students to conceptualize in the way open discussion does. Outlines literature teaching goals that are clarified by a cognitive perspective. (MKM)

Uses a case study to describe how to help students discover the subjective nature of language habits and patterns of thought. (MKM)

Interviews with 1177 male and female college students revealed no significant differences in sexual behavior between those who took public school sex education courses and those who did not, nor between those taught about birth control or about coitus. Implications for successful sex education programs are discussed. (SJL)

I. G. E. is an individually guided instruction approach to learning developed by the Kettering Foundation. It focuses on the individual student--his needs and objectives--and encourages him to take responsibility for his own educational experience. Describes Redondo High School's efforts to develop this type of program. (Author/RK)

A father describes his experiences with his son, a student at the Hyde School, Bath, Maine. He learns what his son feels about him and how he feels about himself as well as his son. He also pays tribute to the influence of the school in helping to develop his son's confidence. (RK)

Student revolt was precipitated in 1977 by a government provision aimed at limiting the range of elective courses and thereby stiffening the course requirements for university degrees. Social, economic, and political implications of the student movement are discussed. (LBH)

Presents a study that analyzes an extensive database consisting of the written and oral discourse of students (N=23) as they described their thoughts on ontology, epistemology, and sociology of scientific knowledge. Contains 51 references. (DDR)

Reports the development of an approach to measure definitions of success among Chinese and Australian adolescent girls living in Australia. The approach has participants list their definitions of success then use raters to rate the responses. The approach is viewed as a useful tool for cross-cultural research, particularly where cultural groups…

Describes a parser-driven Japanese tutor, "BANZAI," designed for second-language instruction and presents an empirical study of the program. Results indicate that ongoing rule-driven deductive feedback is more effective than example-driven inductive feedback for learning relatively complex structures whose grammatical rules are not…