Argues that summarizing, paraphrasing, and precis writing skills are important to the development of critical thinking and the ability to learn from text. Describes the use of precis writing in the English-as-a-Second-Language (ESL) classroom. (RS)

Presents teaching variations with a word-processing package and related tools that enable teachers to develop different computer-writing pedagogies for their distinct contexts: traditional classroom, computer lab, or some combination of both. Emphasizes that teachers who re-envision teaching with regard to available technology can create dynamic…

Examines the ethics of fostering false inference. Presents and discusses a hypothetical case in which a firms's proposal seems intended to mislead, while actually stating nothing that is not literally true. (KEH)

Four principles are presented for teaching children, across age and grade levels, to write and enjoy writing: interrelating literature and writing, teaching writing as an intellectual rather than a mechanical process, emphasizing process over product, and teaching writing as a holistic process rather than a set of isolated skills. (PB)

This summary of a 1978 article presents four approaches to preparing gifted children's thinking for the future, such as showing clear relationships between their learning and potential future careers and learning about future work options. A 1989 update then emphasizes such needs as computer and technological literacy, expanded mentor programs,…

This article describes an inter-class project that paired second and fifth grade students to produce a book of their poetry developed through a program of instruction in the forms and literary aspects of poetry. Students collaborated broadly across grade levels on composition of poems and cover art for the publication. (PB)

Two studies evaluated long term effects of the Direct Instruction Follow Through Model with 624 fifth and sixth graders and about 500 high school and older students who had received Follow Through instruction. Achievement and college acceptance results consistently favored the Follow Through groups over control groups with strongest effects in…

The study found significant improvements in behavior when a profoundly mentally retarded blind subject was reinforced with music. The young woman also discriminated among different types of music, and behavior rates varied accordingly. (Author/DB)

The study with eight learning-disabled elementary grade students found modeling a more effective feedback strategy than prompting on subjects' sight word reading performance. Differences were generally maintained at one-month and three-month follow-up. (Author/DB)

Describes the process by which an authentic document may be integrated into first- and second-year college and high school classes to form a cultural component of foreign language study. A discussion is presented on how linguistic and cultural information can be extracted from these documents to form the grammatical level of students. (Author/VWL)

An exploration of second language acquisition research's traditionally separate focus on learners or learning, covering the development-as-sequence model, the development-as-growth model, learning style, cognitive orientation, and affective orientation, argues that a "whole" approach to language teaching must consider both the structural nature of…

The use of cooperative education as a technique for increasing both test performance and interest in a course of introductory statistics was studied. The hypothesis was that students in voluntary groups would perform better than students in assigned groups and that group learning would be more effective than individual learning. (MLW)

Described is an investigation of the contributions of genes and environment to a quantitative character using readily available varieties of dwarf beans. Included are a list of materials, typical results, and a student instruction sheet. (CW)

Argues against the use of an alternative model of Language Awareness (LAw), which rejects Transformational Grammar-based applications of language study in favor of a semiotics-based approach, and presents examples of teaching English to native Bengali speakers to support the use of the more traditional LAw. (CB)

Assesses the use of seven common faculty evaluation methods (teacher interviews, competency tests, student evaluation, student achievement, classroom observation, peer review, and self-evaluation) for English-as-a-Second-Language teachers. A developmental orientation to evaluation is outlined that considers different stages of teaching careers and…