Describes the experiences of a sixth grade history class in learning about archaeology by planning and executing a small local dig. Offers advice on class preparation, excavation procedures, follow-up work, and the display of artifacts. Includes eight photographs of classroom and field work activities. (AEM)

Discusses the failure of schools to provide effective citizenship education, arguing that all teachers (not just social studies teachers) be citizenship educators, that the hidden curriculum be openly recognized, and that school climate provide settings in which students can experience concretely the meaning of democratic ideals. Calls for…

Advocates each wilderness challenge program consider and define specific reasons for providing programing for deaf people. Discusses need for quality leadership and leadership training, communication, and goal setting to provide successful, growth producing experiences for deaf participants. (NEC)

The University of Western Ontario's Clinical Grading System was developed to improve assessment of speech-language pathology students' performance in clinical practicum. The system permits flexibility in weighting the contribution of particular skills to the final grade, allows for grading over an entire practicum, and provides profiles of…

Describes development of a successful experiential education program to involve Baltimore County (Maryland) students (grades K-12) in studying the Gunpowder River, which empties into Chesapeake Bay. Identifies success factors including creative teachers, availability and cooperation of local resources, and parental involvement. (NEC)

Reviews the purpose, programs, and strengths of the Naturalist Center at the Smithsonian Institution's National Museum of Natural History. Stresses the value of hands-on activities. Surveys some of the programs of the center including Unknowns and Adaptations and teacher workshops. (CW)

Describes a study in which elementary school children received different types of instruction about terminology used in explaining the water cycle. Results indicated that the group of students receiving hands-on instruction demonstrated a better understanding of the terms than did the other groups involved in the study. (TW)

Examined changes in individual construing processes for students in British institutes of higher learning, with reference to T-group or experiential learning group outcomes. Found little support for hypotheses that predict consistent positive change in participants' construct systems. Suggests that some participants developed greater interpersonal…

Reports on a study of Canadian upper secondary science students' achievement of the concept of proportion. Results indicated that, in classes where the proportion content was emphasized by the teachers, higher achievement was demonstrated. (TW)

Describes a bipartite learning exercise designed to increase counselor trainees' sensitivity to cultural differences. Emphasizes extending traditional, cognitive-focused multicultural training to include actual interactions with culturally diverse persons. Trainees indicated at two-month follow-up that the experiential training was useful.…

The paper describes a consultative speech and language service-delivery model used in Washington County (Oregon) schools. The model promotes teaming of the speech language pathologist with other special education and regular education teachers and emphasizes student-centered intervention within real-life contexts at all grade levels. (Author/DB)

Describes introductory social studies unit which involves fifth grade Adams (Nebraska) students in concrete experiences (scavenger hunt) with their local environment to enable them to relate difficult social science concepts with familiar points of reference, reverse student negativism toward social studies, and motivate students to view social…

Argues that Donald Graves' approach to critical literacy provides a crucial insight into the learning process by linking the nature of learning with the dreams, experiences, histories, and languages that students bring to school. Also argues that teachers should confirm student experiences so that students are supported. (SRT)

Suggests educational opportunities provided by well-planned campfire activities such as singing, skits, stories, cheers, and readings. Recommends planning a beginning, main body of the program, and an ending to create a meaningful, unified experience. (NEC)

Describes the intent and content of environmental education camps in the Inland Northwest (Idaho and eastern portions of Oregon and Washington). Explains the major tenets of environmental education and relates how they were used in the survey. Results reveal a biological curricular emphasis and an absence of general program goals. (ML)