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Kinship terminologies include the terms of address used in different languages or communities for different relatives and the terms of reference used to identify the relationship of these relatives to ego or to each other. The article describes the role of different approaches for analyzing kin terms in order to find out teaching methods of kinship terminology in English and Uzbek languages which belong to different language families.

Kinship terminologies include the terms of address used in different languages or communities for different relatives and the terms of reference used to identify the relationship of these relatives to ego or to each other. The article describes the role of different approaches for analyzing kin terms in order to find out teaching methods of kinship terminology in English and Uzbek languages which belong to different language families.

Bibliography: p. 29-30

Bibliography: p. 29-30

The three two-page briefs in this packet focus on ways that teachers and administrators can improve student achievement through emphasizing higher-level skills and improving learning conditions and school climate. "How Can We Use Effective Teaching Methods to Boost Student Achievement?" suggests enhancing students' questioning skills and expecting and boosting their high performance through teaching methods that include integrated curriculum, cooperation between teachers and students, cooperative learning in student groups, and real-life assessment. "How Can We Enhance Conditions for Learning?" recommends methods to improve the classroom environment, classroom organization, instructional materials and equipment, and language so that both male and female students feel comfortable and safe. "What Can We Do to Enhance School Climate?" provides concise actions to make school a more positive place for all students through raising and changing teacher expectations, encouraging more respectful student-teacher interaction, and improving classroom management and discipline. Each of the briefs lists resource organizations for further information. (KC)

The three two-page briefs in this packet focus on ways that teachers and administrators can improve student achievement through emphasizing higher-level skills and improving learning conditions and school climate. "How Can We Use Effective Teaching Methods to Boost Student Achievement?" suggests enhancing students' questioning skills and expecting and boosting their high performance through teaching methods that include integrated curriculum, cooperation between teachers and students, cooperative learning in student groups, and real-life assessment. "How Can We Enhance Conditions for Learning?" recommends methods to improve the classroom environment, classroom organization, instructional materials and equipment, and language so that both male and female students feel comfortable and safe. "What Can We Do to Enhance School Climate?" provides concise actions to make school a more positive place for all students through raising and changing teacher expectations, encouraging more respectful student-teacher interaction, and improving classroom management and discipline. Each of the briefs lists resource organizations for further information. (KC)

The three two-page briefs in this packet focus on ways that teachers and administrators can improve student achievement through emphasizing higher-level skills and improving learning conditions and school climate. "How Can We Use Effective Teaching Methods to Boost Student Achievement?" suggests enhancing students' questioning skills and expecting and boosting their high performance through teaching methods that include integrated curriculum, cooperation between teachers and students, cooperative learning in student groups, and real-life assessment. "How Can We Enhance Conditions for Learning?" recommends methods to improve the classroom environment, classroom organization, instructional materials and equipment, and language so that both male and female students feel comfortable and safe. "What Can We Do to Enhance School Climate?" provides concise actions to make school a more positive place for all students through raising and changing teacher expectations, encouraging more respectful student-teacher interaction, and improving classroom management and discipline. Each of the briefs lists resource organizations for further information. (KC)

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

"Suggestive list of domestic art books": p. 129-134

[2], viii, 212 p. :

136 p. 25 cm

Examine the available literature about the educational methods of joint injections.

Examine the available literature about the educational methods of joint injections.

Examine the available literature about the educational methods of joint injections.

Subtitle varies

This study reviews current research seeking to determine the relative importance of methodology upon success in language learning programs. Six language classes, instructed for a full academic year according to either the principles of the audiolingual or cognitive code language learning theory, were the focus of an experiment to statistically determine the effect of high school rank, aptitude, and SAT quantitative scores on achievement. Methods and procedures are discussed and results are examined. Teachers' comments on daily activities and numerous statistical tables are included. (RL)

This study reviews current research seeking to determine the relative importance of methodology upon success in language learning programs. Six language classes, instructed for a full academic year according to either the principles of the audiolingual or cognitive code language learning theory, were the focus of an experiment to statistically determine the effect of high school rank, aptitude, and SAT quantitative scores on achievement. Methods and procedures are discussed and results are examined. Teachers' comments on daily activities and numerous statistical tables are included. (RL)

The problem of determining near-optimum parameter-control logic is addressed for cases where a sensor or communication system is highly flexible and the logic cannot be determined analytically. A system that supports human-like learning of optimum parameters is outlined. The major subsystems are (1) a simulation system (described for a radar example), (2) a performance monitoring system, (3) the learning system, and (4) the initial knowledge used by all subsystems. The initial knowledge is expressed modularly as specifications (e.g., radar constraints, performance measures, and target characteristics), relationships (among parameters, intermediate measures, and component performance measures), and formulas. The intent of the learning system is to relieve the human from the very tedious trial-and-error process of examining performance, selecting and applying curve-fitting methods, and selecting the next trial set of parameters. A learning system to design a simple radar meeting specific performance constraints is described in detail, for experimental purposes, in generic object-based code. Keywords: Learning systems, System optimization, Radar, Control doctrine, Artificial intelligence.

The World Wide Web provides a convenient source of databases and examples of survey resources for those who teach research methods. For example, lottery numbers as sources of data, demographic-based search engines, and surveys and their results can be found on the World Wide Web. These can stimulate discussion and lead to student analyses completed with immediate data. This paper presents some examples of these sources and offers suggestions for their applications in the classroom. The site for the Texas Lotto provides an excellent source of randomly selected raw data and materials for discussion of frequency tables for statistics students. U.S. Census Bureau data are very useful for teaching purposes, as are search engines yielding selected populations. Survey construction can be studied through sites such as that of the Louis Harris Poll or the site for the Wilmington Institute: Trial and Settlement Sciences. The advantages of Web-based databases for teaching include the immediacy of data and the attraction of the format for students. Fifteen resources are listed. (Author/SLD)

The study relates an attempt to prepare teachers of the mentally retarded regarding new teaching methods. Emphasis is placed on methods of learning rather than the careful diagnosis of the child's disability. Through the study, selective groups of special education master teachers (supervisory personnel with classroom experience) were trained in three methods: operant conditioning, psycholinguistics, and programed learning. The teachers learned the theoretical model and functional application of each method in order to serve as leaders and consultants in inservice training. The results of using the three methodologies with retarded children are presented by the use of illustrative case studies. Based on the positive results of the study, recommendations are presented for the implementation of the training of special education teachers. (CD)

In the training of future informatics teachers the students obtain experience with different methods of programming. As well, the students become familiar with programming by using the robotic system Lego Mindstorms. However, the small number of Lego systems available is a limiting factor for the teaching process. Use of virtual robotic environments seems to be a suitable alternative for dealing with an insufficient quantity of hardware tools. The resulting programs are created and tested in the virtual laboratory and can be subsequently implemented into a real robot model. In such cases, teaching no longer depends on the available number of hardware kits and the form of teaching can be changed from group to individual. This paper describes our experiences with students' learning with the robotic system Lego Mindstorms, programming environments Bricx and virtual educational environment ROBOTC. One approach to making teaching programming language attractive is the use of robotic kits and virtual environments in the classroom.

Purpose: A breast health educational program was administered in two public high school settings in north Alabama to subjects enrolled in health related courses. The purpose of this quasi-experimental study was to determine if teaching breast health with or without interactive learning would affect the breast health knowledge and beliefs of adolescent females. Methods: The sample consisted of 310 adolescent females ages 15-18 years. Classes were randomly assigned to a treatment group with interactive learning or a comparison group with traditional didactic methods. One week before the program commenced, participants were administered a Breast Health Knowledge pre-test and a Breast Health Beliefs pre-survey to assess prior breast health knowledge and breast health beliefs. An immediate breast health post-test and survey were administered. Also, a 4-week follow-up test and survey were administered to assess breast health knowledge retained and beliefs changed after the educational program. Data analysis included descriptive statistics, independent t-test, and analysis of variance (ANOVA) for each research hypothesis. Results: The results revealed that students who used interactive learning had higher knowledge retention of breast health/cancer. Students who used interactive learning had higher perceptions of benefits of breast self-awareness. Students who used interactive learning had lower perceived barriers to breast self-examination. Conclusions: This research will add to the limited research in the area of breast health of adolescent females. It will provide educators strategies to effectively teach breast health to this population and will also help facilitate the development of health education programs aimed at health promotion among adolescents. Recommendations: The study emphasized an effective method to teach breast health during adolescence, a time when health care providers may not provide adequate information about breast health and when other health education topics often are addressed in school. The study investigated a difficult or uncomfortable subject for high school health educators and how it can be integrated into the health education curriculum by utilizing a hands-on approach (interactive learning).

Twelve instructional modules, concerned with the human aspects of working in organizations, have been designed for utilization at various educational levels ranging from high school to adult and continuing education and in both academic and vocational programs. The modular titles are the following: (1) working in organizations, (2) motivation for work, (3) understanding self, (4) interpersonal relations, (5) effective communications, (6) using creativity at work, (7) problem solving, (8) authority and responsibility, (9) leadership, (10) coping with conflict, (11) coping with change, and (12) adopting and planning for the future. Each module is organized into five or more sessions and each session is arranged according to the following components: topic; objective; skills emphasized; importance of session topic; materials and equipment needed (copies of student worksheets and handouts and transparency masters are included); activity description; and follow-up. Teacher resources including the titles, sources, and descriptions of books, articles, and audiovisual aids conclude each module. A sixteen-item multiple choice test was designed for each module (available in document CE 018 569). In developing the modules research was conducted on competencies that workers need in order to maintain an occupation, and the modules were field tested in several settings. (The modules are CE 018 557-568.) (JH)

Twelve instructional modules, concerned with the human aspects of working in organizations, have been designed for utilization at various educational levels ranging from high school to adult and continuing education and in both academic and vocational programs. The modular titles are the following: (1) working in organizations, (2) motivation for work, (3) understanding self, (4) interpersonal relations, (5) effective communications, (6) using creativity at work, (7) problem solving, (8) authority and responsibility, (9) leadership, (10) coping with conflict, (11) coping with change, and (12) adopting and planning for the future. Each module is organized into five or more sessions and each session is arranged according to the following components: topic; objective; skills emphasized; importance of session topic; materials and equipment needed (copies of student worksheets and handouts and transparency masters are included); activity description; and follow-up. Teacher resources including the titles, sources, and descriptions of books, articles, and audiovisual aids conclude each module. A sixteen-item multiple choice test was designed for each module (available in document CE 018 569). In developing the modules research was conducted on competencies that workers need in order to maintain an occupation, and the modules were field tested in several settings. (The modules are CE 018 557-568.) (JH)

Twelve instructional modules, concerned with the human aspects of working in organizations, have been designed for utilization at various educational levels ranging from high school to adult and continuing education and in both academic and vocational programs. The modular titles are the following: (1) working in organizations, (2) motivation for work, (3) understanding self, (4) interpersonal relations, (5) effective communications, (6) using creativity at work, (7) problem solving, (8) authority and responsibility, (9) leadership, (10) coping with conflict, (11) coping with change, and (12) adopting and planning for the future. Each module is organized into five or more sessions and each session is arranged according to the following components: topic; objective; skills emphasized; importance of session topic; materials and equipment needed (copies of student worksheets and handouts and transparency masters are included); activity description; and follow-up. Teacher resources including the titles, sources, and descriptions of books, articles, and audiovisual aids conclude each module. A sixteen-item multiple choice test was designed for each module (available in document CE 018 569). In developing the modules research was conducted on competencies that workers need in order to maintain an occupation, and the modules were field tested in several settings. (The modules are CE 018 557-568.) (JH)

Twelve instructional modules, concerned with the human aspects of working in organizations, have been designed for utilization at various educational levels ranging from high school to adult and continuing education and in both academic and vocational programs. The modular titles are the following: (1) working in organizations, (2) motivation for work, (3) understanding self, (4) interpersonal relations, (5) effective communications, (6) using creativity at work, (7) problem solving, (8) authority and responsibility, (9) leadership, (10) coping with conflict, (11) coping with change, and (12) adopting and planning for the future. Each module is organized into five or more sessions and each session is arranged according to the following components: topic; objective; skills emphasized; importance of session topic; materials and equipment needed (copies of student worksheets and handouts and transparency masters are included); activity description; and follow-up. Teacher resources including the titles, sources, and descriptions of books, articles, and audiovisual aids conclude each module. A sixteen-item multiple choice test was designed for each module (available in document CE 018 569). In developing the modules research was conducted on competencies that workers need in order to maintain an occupation, and the modules were field tested in several settings. (The modules are CE 018 557-568.) (JH)

Twelve instructional modules, concerned with the human aspects of working in organizations, have been designed for utilization at various educational levels ranging from high school to adult and continuing education and in both academic and vocational programs. The modular titles are the following: (1) working in organizations, (2) motivation for work, (3) understanding self, (4) interpersonal relations, (5) effective communications, (6) using creativity at work, (7) problem solving, (8) authority and responsibility, (9) leadership, (10) coping with conflict, (11) coping with change, and (12) adopting and planning for the future. Each module is organized into five or more sessions and each session is arranged according to the following components: topic; objective; skills emphasized; importance of session topic; materials and equipment needed (copies of student worksheets and handouts and transparency masters are included); activity description; and follow-up. Teacher resources including the titles, sources, and descriptions of books, articles, and audiovisual aids conclude each module. A sixteen-item multiple choice test was designed for each module (available in document CE 018 569). In developing the modules research was conducted on competencies that workers need in order to maintain an occupation, and the modules were field tested in several settings. (The modules are CE 018 557-568.) (JH)

Twelve instructional modules, concerned with the human aspects of working in organizations, have been designed for utilization at various educational levels ranging from high school to adult and continuing education and in both academic and vocational programs. The modular titles are the following: (1) working in organizations, (2) motivation for work, (3) understanding self, (4) interpersonal relations, (5) effective communications, (6) using creativity at work, (7) problem solving, (8) authority and responsibility, (9) leadership, (10) coping with conflict, (11) coping with change, and (12) adopting and planning for the future. Each module is organized into five or more sessions and each session is arranged according to the following components: topic; objective; skills emphasized; importance of session topic; materials and equipment needed (copies of student worksheets and handouts and transparency masters are included); activity description; and follow-up. Teacher resources including the titles, sources, and descriptions of books, articles, and audiovisual aids conclude each module. A sixteen-item multiple choice test was designed for each module (available in document CE 018 569). In developing the modules research was conducted on competencies that workers need in order to maintain an occupation, and the modules were field tested in several settings. (The modules are CE 018 557-568.) (JH)

This research product addresses the recent literature on advanced training technologies that are especially suited to training the use of high-technology systems. A review of 92 recent articles was performed. The articles are organized into three sections depending upon their origin: military, education or business. The overall majority of the articles agree that computer-based training is the most significant current training technology available.

The author of this paper proposes that a position paper by a course instructor be presented prior to or at the first session of the course in order to provide the student with information if the course will meet his needs. Such a position paper may also serve to provide a basis for dialogue that considers in a theoretical and in a personal way the kinds of learning for mastering basic information, generates self-directed inquiry, and affords an opportunity for the personal-professional development of those seeking to become practitioners in the helping professions. Such a position paper should include a statement of the instructor's posture with regard to the teaching-learning process and teaching style, and a statement of what may be expected of and by the instructor. The author of the paper includes her own position statement as an example. It is suggested that a postcourse evaluation be made by the students using a Likert-scaled instrument and personal conferences with the students. (HMD)

This mixed methods study examined the mathematical preparation of elementary teachers in a Teach for America (TFA) program, focal participants for whom there is scant extant research. Data collection occurred before and after a university mathematics methods course, with a particular focus on the participants' (n = 22) mathematical beliefs, specialized content knowledge, and classroom teaching practices. Data were collected via two beliefs surveys, a content knowledge instrument, and interviews. The results show the added value of the course and offer considerations for learning experiences during mathematics teacher preparation, some of which are specific to alternative teacher preparation programs such as TFA.

This occupational skills instructional module on interpersonal relations is one of twelve making up a curriculum guide on the human aspects of working in organizations. The modules are designed for utilization at various educational levels ranging from high school to adult and continuing education either in academic or vocational programs. This module is organized into five sessions: (1) recognizing and expressing our feelings, (2) recognizing feelings in others, (3) motives and interpersonal relations, (4) perception and interpersonal relations, and (5) giving feedback. Each session is arranged according to the following components: topic; objective; skills emphasized (a listing of specific skills, e.g., working as a team member, working under pressure); notes on the importance of the session topic; list of materials and equipment needed (a copy of each student worksheet, transparency and/or handout is included); activity (description of how to conduct activity); and follow-up (discussion questions or activities to assist students in summarizing or evaluating the session topic). Teacher resources including the titles, sources, and descriptions of books, articles, and audiovisual aids conclude the module. A 16-item multiple choice test for use with this module is available in document CE 018 569. CE 018 556 describes the twelve modules and their development. (JH)

Includes index

The current study aims at finding out the reality of using modern teaching methods in teaching Arabic for speakers of other languages from teachers’ perspective in the Language Center at the University of Jordan in terms of its availability and use as well as finding out the effect of variables such as qualification, work experience, and sex. The sample of the study included 26 teachers. The researcher uses a descriptive and analytical method because it is appropriate for the study. To achieve the goals of the study, the researcher designed a tool for the study that is made up of two parts; the first of which includes 23 modern teaching methods to show their availability and use. The second of which are the criteria that have to be taken into consideration when using a modern teaching method. To analyze the results of the study and to process its data statistically, arithmetic averages and standard deviations have been calculated. These findings show the reality of modern teaching methods in the Language Center at the University of Jordan. They also indicate that the use of modern teaching methods in teaching Arabic to speakers of other languages is restricted to a certain number of them, and that other methods are available.The findings also indicate that there are no statistically significant differences due to qualification except for the modern teaching methods and their relation to teachers as well as learners. The findings also indicate that thereare no statistically significant differences due to sex except for the relationship of modern teaching methods to teachers as well as to learners, which are in favor of females. The findings indicate that there are substantial statistical differences due to different experience and in favor of experienced teachers with 11 years of experience and more. Based on these findings, the researcher recommendsintroducing more modern teaching methods in teaching Arabic to speakers of other languages. He also recommends carrying out similar studies to identify the perspectives of teachers, learners, and the administration of centers and institutes concerned with teaching Arabic for speakers of other languages. These studies are necessaryto find out the reality of the use of modern teaching methods and their importance in teaching Arabic to speakers of other languages. The researcher stresses the necessity of having special labs for modern teaching methods in language centers.

The current study aims at finding out the reality of using modern teaching methods in teaching Arabic for speakers of other languages from teachers’ perspective in the Language Center at the University of Jordan in terms of its availability and use as well as finding out the effect of variables such as qualification, work experience, and sex. The sample of the study included 26 teachers. The researcher uses a descriptive and analytical method because it is appropriate for the study. To achieve the goals of the study, the researcher designed a tool for the study that is made up of two parts; the first of which includes 23 modern teaching methods to show their availability and use. The second of which are the criteria that have to be taken into consideration when using a modern teaching method. To analyze the results of the study and to process its data statistically, arithmetic averages and standard deviations have been calculated. These findings show the reality of modern teaching methods in the Language Center at the University of Jordan. They also indicate that the use of modern teaching methods in teaching Arabic to speakers of other languages is restricted to a certain number of them, and that other methods are available.The findings also indicate that there are no statistically significant differences due to qualification except for the modern teaching methods and their relation to teachers as well as learners. The findings also indicate that thereare no statistically significant differences due to sex except for the relationship of modern teaching methods to teachers as well as to learners, which are in favor of females. The findings indicate that there are substantial statistical differences due to different experience and in favor of experienced teachers with 11 years of experience and more. Based on these findings, the researcher recommendsintroducing more modern teaching methods in teaching Arabic to speakers of other languages. He also recommends carrying out similar studies to identify the perspectives of teachers, learners, and the administration of centers and institutes concerned with teaching Arabic for speakers of other languages. These studies are necessaryto find out the reality of the use of modern teaching methods and their importance in teaching Arabic to speakers of other languages. The researcher stresses the necessity of having special labs for modern teaching methods in language centers.

The features of the methodology of teaching professional terminology in a distance format are considered. The main components, means and principles on which classes are based are outlined. The most popular and functional online educational platforms are presented and described. In addition, the goal is to present and structure the components of an online lesson that are mandatory for successful and productive assimilation of new language material. The stages of working with professionally adapted text are considered in detail. Examples of tasks for all types of pre-text, pre-text and post-text work are given. The generalized structure and characteristics of the main components of the online lesson when working with professional nomenclature are given. It is concluded that each section and aspect of the methodology of teaching a foreign language has their own work features related to the stages and tools used in the classroom, passing through the same stages as the classroom; that teaching the language of the specialty in the conditions of distance education can fully replace offline learning, provided that the material of the lesson is adequately selected, the correct step-by-step course of the lesson.

Background: Medical education includes three major objective like educational objectives, Teaching-Learning methods and Evaluation. While cognitive domain is assessed in lectures psychomotor domain plays a crucial role especially among the second year MBBS students. Practical sessions in Para-clinical especially in Pathology discipline is dynamic which covers recalling capacity and reproducibility which is time bounded. Having similarities with normal histology in first year with varying proportions, many studies had been conducted to assess the best mode of teaching tool in histopathology slide sessions in pathology practical classes. Aims & Objective : To assess the preferable teaching modality among students for histopathology slide teaching for second year MBBS students in pathology practical sessions. Results:  Overall 150 students participated for giving opinion in standard format questionnaire. Majority of students sixty eight percent preferred for conventional method of teaching with         self - directed learning for histopathology slide visualization. Interestingly students preferred AV mode of teaching for studying normal histology in anatomy practicals. The reasons were analyzed in reference to standard textbooks and Literature analysis. Conclusion:  The present re-emphasized that judicious use of teaching tools and combination is more appreciated by students.  Among second MBBS students, visualization and perception in practical classes with respect to histopathology slide viewing sessions, conventional method  seems to be the preferable mode in aspect knowledge,  self-directed learning and reproducibility during exams. Optimal use of AV aids plays an integral role in deriving desired benefits.

This book is intended for students who know the numbers from one to thirty thoroughly, who can count to one thousand, who know something of the multiplication tables of two, three, four, five, six, ten, and twelve, and who understand the simplest facts about ratio and fractions. The purpose of the textbook is to conform numbers in their facts and principles to the usual processes and powers and interests of children's minds. The graded reader has opened the way for the graded arithmetic. Grading all books is part and parcel of the new education, which means to discover and to obey the facts of the child-mind, its methods, nascent periods, and order of growth. It also includes suggestions for teachers how to use the book for teaching. [Cover title varies: "Graded Arithmetics. Book Two--Grade III."]

"Courses in Special Methods of Teaching for High Schools, with Reference to Mathematics" is an article from The School Review, Volume 24 . View more articles from The School Review . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-1077308

The study aimed at describing university students' ability in constructing mathematical proofs using logical arguments and constructing an effective teaching-learning map. The study adopted a correlational research design. An open-ended mathematics assessment involving questions on mathematical logic and construction of mathematical proofs was administered to fifteen University students of mathematics (control group) at Mountains of the Moon university. The students' responses were analyzed and their ability to construct valid mathematical proofs was measured and correctness of their solutions was discussed. A concept map for teaching-learning mathematical logic and methods of proof was developed and shared with a different group of fifteen students of mathematics (assumed to have same level of mathematical knowledge). The group was assessed using the similar assessment tool. The mean level of knowledge of mathematical logic and method of proof was from to be 2.2 (between moderate and average) for the first assessment teat and 3.4 (between average and high level), while the mean score for test 1 and test 2 were 48 and 70 respectively. The Chi square test at 0.01 level indicated a statistically significant difference between the two sets of results with p<0.05. The students' knowledge level increased as they made use of the teaching-learning map. The teaching-learning concept map was evaluated to be an effective teaching-learning guide for logic and methods of proof.

A Senate committee met to discuss the appropriate preparation of teachers for schools of the future. Senator James M. Jeffords from Vermont presented an opening statement and discussed the need for high quality, competent teachers. Senator DeWine's opening statement discussed how education has changed over the years and what it still needs to improve. The two panels of experts and witnesses presented their opinions, experiences, and expertise on the subject of teacher education, teacher certification, and teaching. The first panel included: the President of Moyerson Academy (Larry Rowedder); the Superintendent of Toledo Public Schools (Merrill Grant); an associate professor from Central State University (Mary B. Howard); and the Former Dean of Education for Central State University (Edward Wingard). The second panel included: the 1997 National Teacher of the Year at Mayerson Academy (Sharon Draper); the Associate Dean for Academic Affairs at the University of Cincinnati (Arlene Mitchell); the Assistant Superintendent and Co-Director of the Far East Regional Professional Development Center (Anna Marie Vaughn); the Professor of Education, chair-elect of the School of Education at the University of Rio Grande (Chormaine Lepley); and an Associate Professor of Chemistry at Cleveland State University (David Ball). An appendix provides the prepared statements of several individuals interested in improving education and teacher education (teachers, administrators, and university professors). (SM)

This learning module, which is part of a staff development program for health occupations clinical instructors, discusses selecting appropriate and effective teaching methods and identifying ways of involving students in the learning process. It includes learning activities dealing with using the teacher exposition, demonstration-performance, and discussion methods; increasing student involvement; and selecting appropriate and effective teaching methods. Besides the learning activities, the module also includes directions for completing the module, an introduction, module objectives, pre- and posttests and answer keys, definitions of key terms used in the module, a module summary, and references. (MN)

This selective bibliography is one of nine documents compiled to provide titles and descriptions of useful and informative reading documents which were indexed into the ERIC system from 1966 to 1974. The 190 entries in this section of the bibliography concern methods in teaching reading and are arranged alphabetically by author in one of the following eight subcategories: comparative analysis, linguistics, initial teaching alphabet, language experience, multimedia, textbooks, teaching techniques, and individualized reading. Author and subject indexes conclude the document. (JM)

Objective: To provide a comprehensive overview of the strategies and methods employed by tertiary educators teaching very high enrolment online classes.