Reviews the objectives and activities of the Center for the Improvement of Teaching and Learning (City Colleges of Chicago). Presents initial findings from studies of the characteristics of effective teachers, effects of course placement on student success, student involvement in instruction, and altering teaching methods to increase…

Tests are used in hopes that disclosure of accomplishments will be made, but teachers sometimes feel they are being penalized for giving consideration to the whole child's development instead of concentrating on drill that would result in higher test scores. Standardized tests cause apprehension about control of student placement and instruction.…

Attention needs to be given to the developmental psycho-social needs of young adult learners, as they impact development of professional identity. Suggests a modification of traditional curriculum to include experiential growth groups to help accomplish this purpose. (Author/RC)

A trial program to improve the quality of liberal arts education gave freshmen students at Pennsylvania State University an introduction to a particular discipline, improved advising, and a college orientation. Results suggest that the program led to more favorable attitudes but no perceptible differences in performance or retention. (Author/CM)

Describes the reaction of seven learning disabled and mildly emotionally disturbed children to reading and discussion of fairy tales. Compared to a control group, the children exposed to fairy tales did show progress. No increase in negative reactions and behaviors was noted. Discusses limitations to the study. (JAC)

Discusses the relevancy of visual arts programs to the development of the capacity for visual symbolizing. Explains the use of visual symbols to communicate at a very general level, to communicate accurately and specifically, and to communicate uniquely and expressively. Suggests schools not cut visual arts programs. (RC)

Proposes confluent education as an effective method for educating the whole student in special education. Describes the process involving changes to the present curriculum, with the most significant variable being the teacher created atmosphere. Concludes that confluent education requires an atmosphere of trust and self-exploration. (JAC)

Provides additional evidence for the construct validity of the Erwin Identity Scale (EIS). Provides information about interaction between identity development and college environment as perceived by students. Impact of academic environment and interpersonal campus environment were reflected by high or low scores on the EIS. (RC)

Compares fraternity (N=446) and sorority (N=325) members' perceptions of their house environment. Indicated significant differences on five of the 10 subscales of the University Residence Environment Scale. Data indicated fraternity members perceived their houses as higher on competitiveness, self-governance, and innovation but lower on…

Describes how handicapped student needs may be met by using existing staff, without drastic changes in student services. Clarifies the role of the student services administrator, the handicapped services coordinator, and established student services. Considers admissions, financial aids, orientation, housing, counseling, and student activities.…

Describes a two-step process that helps high school students to focus on their values, interests and abilities and to set future educational and career program goals. The method described includes the writing of a personal resume and an autobiographical essay. (RC)

Outlines a program for incorporating oral interpretation activities into an elementary school curriculum. (RL)

Examines samples of classroom discussions about reading passages, showing how they can be student and text centered with the teacher operating as a careful facilitator. (JT)

Five topics relating to programs in animal agriculture are addressed: (1) the future of animal agriculture; (2) preparing teachers in animal agriculture; (3) how animal programs help young people; (4) a nontraditional animal agriculture program; and (5) developing competencies in animal agriculture. (LRA)

Learning stess-management skills is an important aspect of development for college students. Because the experience of stress is quite individualized, comprehensive and flexible programing is required. Reports on a network of stress-management programs designed to provide maximum flexibility in meeting various student needs. (Author)