Individual differences in verbal/analytic and nonverbal/holistic cognitive strategies were studied in relationship to performance levels in spatial tasks, sex and handedness. Analytic processes are described as sequential, resulting in decomposition of stimulus information, and holistic processes, as parallel, involving information synthesis.…

The Sense of Coherence (SOC) construct, proposed by Antonovsky, has the following three components: (1) Comprehensibility (COMP), the cognitive sense that stimuli confronted convey structured and clear information; (2) Manageability (MAN), the sense that resources at one's disposal are adequate for successful coping; and (3) Meaningfulness (MEAN),…

Reality-based teaching methods involve the meaningful application of knowledge. The goal of this holistic method is to apply knowledge about specific geographical locations to the curriculum. First-hand knowledge of a location enables teachers to constantly address the student question "Why do I have to learn this?" As a result, students…

Preserving and enhancing the quality of the human environment requires holistic approaches to problems. Educators should encourage multi-disciplinary thought in the classroom. One area that has great potential for strengthening the integrative aspects of education is geography. (RM)

Considers the role of student affairs personnel in helping to develop a more coherent and holistic approach to higher education. Encourages student affairs personnel to direct attention to issues of student empowerment, outcomes assessment, guidance and advisement, and learning communities and environments. (Author/NB)

Presents results of a survey of 355 Israeli teachers' attitudes and activities in the field of career education, paying particular attention to differences among groups of teachers. Encourages teachers to understand and internalize holistic and developmental perspectives. (Author/ABB)

Points out how the study of technology infuses broad areas of the curriculum, particularly mathematics and science. Advocates industrial arts as a center for holistic learning in the secondary school curriculum. (SK)

Presents the Relapse Prevention model, which provides the structure in which managers can analyze potential lapses in their own skill retention. Discusses training goals, self-management, specific strategies, choosing a skill to retain, imagery and prediction, and holistic training. (CT)

This article represents the findings of a small-scale, classroom-based investigation of 11- and 12-year-old pupils working in self-directed groups. It shows how a more holistic understanding of group work can be achieved when teachers and pupils "think together" to explore the dynamic, ambiguous, and often provisional links that exist between…

Specific ways in which social studies teachers can increase opportunities for students to write without increasing their own often-incredible paper loads are suggested. These include the holistic scoring of essay tests, read-around-groups, and student journals. (RM)

Describes an approach that teachers can use to gain information about particular difficulties students have with their reading and to develop strategy lessons to help overcome these problems. (AEA)

This alternative model for identifying, diagnosing, and treating organizational needs identifies the basic elements of organizations, determines gaps between what is and what should be for each element, and allows interventions which are internally and externally consistent and successful. Common tools for closing these gaps are described. (MBR)

Robert D. Russell, the 1983 Association for the Advancement of Health Education scholar, comments on some of Delbert Oberteuffer's publications. (JMK)

Suggests that, because an integrated curriculum encourages students to explore and express informed opinions on any topic, it can help students become adults able to meet the challenge of rapidly changing professions and job descriptions. (MM)

The second-year, shared experience curriculum for Iowa Wesleyan College, Mount Pleasant, Iowa is an Integrated Science course linking science and art. The Integrated Science Linking Science and Art promoted a better understanding of basic scientific principles and literacy, by initially showing linkages to art. As the course developed, it became…