States that George H. Henry has provided a valuable service in helping to see the need to clarify essential meanings of being a professional in English education. (HOD)

Investigates the notion of communicative strategies as it has been treated in the literature and then attempts a more precise and explanatory redefinition. Provides an overview of the Vygotskyan psycholinguistic research model which this study uses as a theoretical framework. Also presents a new typology of interlanguage. (SED)

Outlines leadership capabilities that effective principals can exert to improve the teaching of higher level thinking skills to students. An important initial step is to make the development of student thinking skills a building priority at the school. (MD)

Compares and contrasts distance education and face-to-face education in terms of selected psychological dimensions, i.e., organization and learning, motivation, learning and communication processes, didactic activities and materials, and evaluation and feedback. Psychological aspects of distance education that may be favorable to learning are also…

If librarians want to be given faculty status, they must become more involved in the instructional process. Part of that responsibility is to help inform faculty of the ineffectiveness of the lecture-textbook method in educating undergraduate students and to demonstrate that practical and constructive alternatives exist. (MSE)

Presents a taxonomy that organizes learner activities into the dimensions of mental, social, and physical involvement. Applies the taxonomy or model to speech class activities and reports validity evidence from several research studies. (PD)

Finds volumes of research on questioning and none on discussion. Defines discussion and presents concepts and techniques that facilitate it in the classroom. Recommends the need for further research. (MD)

Reports on a study of four Australian 11th-grade biology students that used stimulated recall to evaluate student thinking processes.The study confirmed the complexity of the teaching-learning process. (MD)

Well-designed experiential education programs have much to contribute to higher education and the benefits to student, faculty, institution, and participating comunity organization outweigh the costs. However, the program must be an integral part of the institution's overall instructional-curricular development to be effective. (MSE)

Questions drawn from Britain's Open University's examinations illustrate the cognitive processes fundamental to making meaning from information, an important objective of education. It is concluded that education must encourage and assist students in drawing generalizations, distinguishing the particular from the general, and understanding the…

Seventeen pairs of learning disabled (LD) and normal elementary school students were observed to determine instructional and responding times. While the time allocated to activities and tasks did not differ for the two groups, LD students received more individual instruction and teacher approval than did non-LD students. (Author/SW)

Critical thinking alone is reactive, in that it lacks the creative elements necessary for social progress. Accordingly, the author has developed the CoRT (Cognitive Research Trust) program to teach the two aspects of perception: breadth (developing a perceptual map) and change (using the map to discover solutions). (TE)

The New Jersey Task Force on Thinking has taken the first steps toward statewide assessment of students' thinking skills. Efforts were made to (1) define requisite thinking competencies, (2) explore measurement of thinking competencies, and (3) make recommendations accordingly. Preliminary findings are reported. (TE)

Uses examples related to a head of cabbage to discuss: (1) sensory development in children; (2) the integration of sensory and cognitive involvement; and (3) a child's mode of exploring and discovering. Also discusses why science curricula need to be organized around a paradigm that is holistic. (JN)

Mild and moderately mentally retarded adults were presented with videotape recordings of standing broad jump practice to assess the effect of feedback as a teaching technique. Results indicate that videotape and extrinsic verbal feedback did not positively affect skill mastery or acquisition. Recommendations for further research are offered. (DF)