Suggests that the correlation between writing instruction and the psychoanalytic process is most apparent in the interaction between writing center tutors and their students. Argues that the core of tutoring and psychotherapy is the interactional dynamics of a search for insight involving an intimate transference of trust and vulnerability between…

Argues that writing center tutors (who deal with fragile egos, undeveloped thought, and unfulfilled promises) must not let their opinions interfere with writing instruction. Argues that tutors must also make their students aware of other viewpoints and, if the case warrants it, overstep the bounds of objectivity in expressing those views. (RS)

Studies informally the writing centers at three Cleveland area universities. Concludes that writing centers should not be promoted as remedial centers, that attendance should be voluntary, and that there should be at least a small professional staff. Argues that the "damaged path" between the English department and the writing center can…

Discusses the role of the elementary school computer lab instructor and suggests that, for successful integration of computers into the curriculum, the role should change from teacher to consultant. Strategies of change are discussed in two main stages: educating teachers, followed by shifting responsibility from the lab instructor to the…

Given is a rationale for using science demonstrations. The development and characteristics of successful demonstrations are presented. An illustration is given in the area of microbiology. A rating sheet is included. (CW)

An experimental study of 170 undergraduate biology students at a suburban community college revealed that the final evaluation of these students was based more heavily on verbal and written aspects of biology than on practical application of concepts. (IAH)

Focuses on the advice and support from science inspectors or advisers with respect to the use of living organisms in schools. Reports that advice, support, and encouragement in the use of living organisms in teaching was widely available at the time of this study and schools have a great deal to lose from the shrinkage in the advisory service.…

Identifies and defines the student practice of "fudging" which involves faking, fabricating, or stealing data. Identifies factors contributing to and motivations for this behavior in (n=6) high school students. (Author/MKR)

Presents points to consider when organizing a computer laboratory. These include the lab's overall objectives and how best to meet them; what type of students will use the lab; where the lab will be located; and what software and hardware can best meet the lab's overall objectives, population, and location requirements. Other factors include time,…

Describes methods to redevelop lab activities for use in schools with limited resources for proper facilities and equipment. Discusses take-home labs, paper-and-pencil labs, and lab station activities. (JRH)

Argues that the pursuit of success and stability, as conventionally measured, may be the undoing of writing centers. Reviews the history of three groups now firmly established in the university (American Literature, literary theory, and composition studies) whose power and status were purchased at great price. (SR)

Most schools inadequately protect the health and safety of students involved in science study. Echoing industry standards (and safety records), schools should have safety policies and committees, develop safety orientation programs, make working safely an employment condition, reward good safety performance, inspect and correct, and supply…

About four years ago, a rural Maine middle school abandoned its computer classes and integrated computers into its curriculum. Now, instead of using educational software or spending lots of time on training, students are writing stories with word processors, illustrating science diagrams with paint utilities, creating interactive reports with…

Considers how the problems of writing centers relate to their ethos, or moral character. Advocates a way of constructing an ethos in writing centers which promotes writing response groups rather than just one-on-one peer tutoring. Argues that writing response groups engage writers in valuable ways. (HB)

Offers criteria for selecting software for a computer-equipped classroom/writing lab: identifying uses, versatility, and ease of use. Concludes with advice for teachers to write their own applications programs. (RS)