Provides mathematical activities in reproducible format for students in grades seven through ten. Intended to review and reinforce mathematical symbolism, concepts and relationships appropriate for middle school students. The game format is modeled after a television game show. (PK)

Lesson designs that have weak closure rob students of the most important part of the lesson--the time when they have the opportunity to think about and discuss what they have learned. This is the time in the lesson when students reflections is necessary for internalization of the skills covered. At the end of a lesson, a short concentrated time…

Summarizes several findings from review studies conducted on students' attitudes to mathematics. Suggests the methods to improve students' attitudes. Lists 26 references. (YP)

Presents observations about the influence of mathematics textbooks and suggests ways to use textbooks to advantage while reordering the sequence and emphasis of topics to allow time for alternative activities. The fifth-grade mathematics curriculum is examined as an example. (MKR)

Several activities to help teachers focus students' attention on learning at the end of the year include quiz games, mystery boxes, map games, videotapes, gift making, author birthday parties, yard sales, ice cream science, and summer safety activities. Younger students can create murals, play editing games, and enjoy special ceremonies. (SM)

The National Council of Teachers of Mathematics'"Curriculum and Evaluation Standards" envision an interdisciplinary approach to mathematics that allows children to communicate their ideas in the process of solving real problems. This book promotes the connection between mathematics and children's literature as part of realizing that…

Presents criteria for having students make their own games which are used by the class to review material covered in life science. Students are required to use recycled materials in producing the game and its accessories. Samples of some of the games produced are included. (TW)

Elementary and secondary physical education students can benefit more from class if teachers begin and end class with discussions of the day's activities. Before class, teachers should preview the upcoming material, and after class, students should have a debriefing time for discussion and reflection. Activities to encourage discussion are…

This document outlines the major points of the first annual status report of the Spencerport (New York) More Effective Schools/Teaching Project. Section 1 contains a list of 15 basic principles and assumptions upon which the project is based. Section 2 presents three conclusions drawn at the end of the first year and a half of the project. First,…

This document is the second annual status report of the Spencerport (New York) More Effective Schools/Teaching Project. Section 1 describes six documents developed during the project; identifies persons participating in the project; reports that the effective schools research is applicable at all levels of a suburban school system; reports that…

This manual identifies characteristics of instructional tools that are effective and efficient in promoting cognitive access for a broad diversity of students, especially those with learning disabilities. An introductory chapter defines "instructional tools" and considers the importance of their design, their use in addressing student…

While states have developed the infrastructure to support effective education programs on Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), inadequacies exist in the content of curricula, guidelines, and program design. Many state programs fail to provide children with all the information they need in order to avoid and…

Describes three classroom techniques involving bulletin boards for the mathematics classroom; a visual representation of fractions in which the school day is broken up into parts by hour; and methods to test and review mathematical concepts while students work cooperatively. (MDH)

This report updates the reviewing guidelines of the California State Postsecondary Education Commission for proposals for new public university or college campuses (issued in 1982) in order to make them more appropriate to current needs. Four major changes are added from the 1982 version: (1) a request to all three public segments of higher…

From 1980 to 1991, the University of Alberta undertook systematic reviews of all its academic and support units mostly for program improvement purposes, but also to acquire information for planning and budget decisions. This report responds to a 1988 request to examine the University's 1980-1988 experience with program reviews and to recommend…