The author looks at learning theory and the elements of a training workshop that encourage involvement and lead to application so that organizational and participant needs are satisfied and results are achieved. The article covers structuring the workshop flow, designing exercises, creating insight, and using resources and evaluations. (CT)

There is little use spending time and money implementing multicultural programs which have little or no effect. Discussed are two techniques, the sociometric test and the semantic differential, which can be used by teachers to evaluate the effectiveness of their efforts to reduce or perhaps eliminate prejudice and discrimination. (RM)

Different methods used by elementary, secondary, and college level teachers to grade students in performance classes are described. (RM)

Describes an instrument, the College Reading Specialist Competency Checklist, that assesses the competencies of reading and study skills specialists. (HOD)

Guidelines are offered for choosing assessment materials and testing Indochinese students in listening comprehension, reading, arithmetic, and educational experience. (CL)

Describes a feedback method for teaching interviewing skills that requires dual evaluation of a student's performance by both the student interviewer and the interviewee. Illustrates benefits of this method with an analysis of 139 paired assessments of students' information-gathering skills in a "career interview" assignment. (PD)

This handbook was developed in response to the "America Reads Challenge," a national effort to ensure that all children can read independently and well by the end of third grade. It is designed to provide volunteer tutors with specific, hands-on information about the tutoring process. It explains to tutors how to motivate students to get…

Eighteen ways to informally evaluate cognitive objectives are discussed: grafitti walls; newspapers; card sorts; crossword puzzles; visualizing; debates; audio-visual narratives; ABC lists; concept trees; mini textbooks; incomplete charts; brainstorming; checking guides; logs and journals; drama; manipulative events; student-made tests; student…

Suggests that social studies teachers need help in matching curriculum objectives and evaluation procedures. Outlines an evaluation method in which teachers pretest students, continually assess the full range of social studies activities, and combine subjective and objective procedures. (Author/KC)

Describes a method for using children's own dictated stories for assessment purposes. (FL)

Notes the advantages of "staff grading," a procedure for student evaluation that distinguishes the teacher as a helper from the person who evaluates students and supplies a measure of growth in writing. (RL)

Describes a test of teachers' knowledge of reading comprehension skills that requires teachers to classify reading comprehension activities similar to those found in elementary reading workbooks according to a taxonomy based on the Barrett Taxonomy of Cognitive and Affective Dimensions in Reading Comprehension. (FL)

Discusses problems in measuring science students' achievement. The amount of learning achieved over a period of time is termed "value-added." Presents how a science department might demonstrate the extent to which it has value-added through the education of pupils. Highlights value-added analysis in science departments. (ASK)

Presents advice from the author as well as from several other experienced professionals regarding effective coaching techniques that educators can use to improve the performance of their broadcast journalism students. Discusses establishing trust; dealing with hurt feelings; delivering good news and bad news; group versus one-on-one critiques;…