The author makes suggestions for vocational teachers working with disadvantaged students: (l) understand the educational and cultural backgrounds of students; (2) relate all classroom and laboratory experiences to the world of work; (3) modify teaching skills; and (4) develop positive linkages. (CT)

Effective teachers of students with disabilities respond successfully to students' individual needs by ensuring that students understand the purpose of their activities, by presenting students with variety and choice, by encouraging them to reflect upon and review their learning, by making flexible use of time and resources, and by implementing…

Nine online workshops developed by the Early Childhood Technology Integrated Instructional System (EC-TIIS) at Western Illinois University meet the need for training for educators and families on evidence-based practices related to assistive technology (AT) and young children. Results of a research study conducted by EC-TIIS indicate that the…

Microcomputer modules were developed to help Pennsylvania State University students and inservice teachers develop 10 generic competencies regarding working with handicapped students in the least restrictive environment. Competencies touch on understanding the legal bases for education in the least restrictive environment, making use of…

Notes briefly the major obstacles to effective questioning (repeating questions, answering one's own questions, repeating student responses). Describes effective questioning techniques, including the use of probing questions that build toward clarification and correct response to the original question. (RL)

Discusses problem of relationship of theory to practice in teacher training. Examines drawbacks to present techniques including time factor in mastering the systems, the "given" nature of the categories and their information yield. Suggests heuristic and skill-based alternative approach. (BK)

The authors give advice to teachers on correctly presenting assignments by discussing these questions: What information should an instructional assignment convey? What criteria should be considered in phrasing an instructional assignment? And what means can be used to clarify an assignment? (Author/SJL)

Criticizes educators as the worst users of audio-visual aids and among the worst public speakers. Offers guidelines for the proper use of an overhead projector and the development of transparencies. (DMM)

The handbook describes the structure and process of practica for teachers of students with severe and multiple handicaps at the University of Alberta. Guidelines for introductory practica are presented and eligibility, practica duration, and location of the practica are discussed. The handbook includes forms of evaluating individual and group…

It is suggested that a close consideration of a particular poem should dictate what the teacher does with it in the class. The poem should elicit the students' attention. (Author/AM)

Outlines the components of new teacher warranty programs. They offer two benefits, schools are assured new teachers will be effective, and teacher training institutions can use warranties to bolster their programs. (MD)

Presents seven goals to work toward achieving during the student teaching experience. This advice is provided to help student teachers ascertain their suitability to the teaching profession. (MD)

Desired competencies for teachers of gifted children are reviewed (including knowledge of the nature and needs of gifted students, ability to develop methods and materials, and creative problem solving skills), and the structure and content of graduate training courses in gifted education are considered. (CL)

Discusses the advantages and challenges of the group piano teaching approach. Different kinds of group piano classes are described. To make group classes effective, teachers must learn about the psychological factors involved in this kind of learning, group students properly, organize lessons well, and provide group leadership. (AM)