Careful analysis of the instructional materials available for the mainstreamed student is necessary for effective teaching. A checklist for such analysis considers: appropriate objectives; readability; interest level; method of presentation; prerequisites; format; task length, number, and difficulty; criterion level for success; and…

Resources are suggested to help teachers develop more effective and less stereotypic instruction about Native Americans. (DF)

Establishing a software evaluation committee provides administrators with technical expertise in determining appropriate software. Committee members should include a curriculum expert, a computer expert, and a subject area teacher. (CJH)

The interactive feature of computers is used to incorporate a guided inquiry method of learning introductory economics, extending the Computer Assisted Instruction (CAI) method beyond drills. (Author/JDH)

Describes characteristics of structured text design; benefits of its use in training; benefits for developers of training materials and steps in preparing training materials. A case study illustrating how the structured text design process solved the sales training needs of the Mercedes-Benz Truck Company is presented. (MBR)

An interactive technology expert discusses how to make commercial videodiscs interactive. An example of a "repurposed" videodisc, how to increase videodisc interactivity, 10 steps in "repurposing" a videodisc, and classroom applications are described. A listing of currently available educational videodiscs is included. (MBR)

This guide is designed to provide guidance to New York state school districts and teachers to help students achieve the music standards. Teachers throughout New York state met to compile these field-tested lesson plans, teaching strategies, assessments, and resources for teachers of students in pre-kindergarten through grade 12, in all areas of…

A modified set of criteria based on sociology is suggested as a framework for evaluating the social implications of educational software. Six analytic categories are discussed: language usage, knowledge, ideology, profit, culture, and ethics. Procedures for applying the critical framework are outlined, and 32 references are listed. (MBR)

Describes the involvement of the classics department at the University of Maryland in promoting the study of Latin, specifically by providing inservice teacher workshops for high school Latin teachers and by hosting a Latin Day for high school students. (EKN)

The history and current nature of CONDUIT, an organization that reviews, tests packages and distributes computer-based materials, is presented. Although many of the units available are designed for collegiate instruction, some can be used at the high school level, particularly for enrichment studies for juniors and seniors. (MP)

Presents a brief overview of ethnic material available to elementary school social studies classroom teachers, suggests criteria for selection of materials, presents examples of ethnic materials on different complexity levels, and gives some general pointers to teachers on what to avoid when selecting ethnic materials. (DB)

Provides a simple method for finding the values of the total angular momentum J for configurations of equivalent electrons in jj coupling. Shows how a knowledge of both the LS and jj terms can contribute to the students' understanding of the role of different representations in quantum mechanics. (Author/GS)

Describes a seven-level taxonomy intended to assist design teams to produce more generalized, flexible media to support instruction. The levels are defined as jargon and definitions, component point recognition, awareness of purpose, components of usage skill, awareness of sequences, skill performance or application of relationships, and…

Examines the state of school science in the elementary grades and offers suggestions for those principals who have determined that their schools are weak in science instruction. (IRT)

Graphs, bars, charts, and diagrams have been used by designers, writers, and scientists to communicate. Now, research suggests that graphic organizers benefit teaching and learning. This article describes graphic organizers: sequential, conceptual, hierarchical, cyclical, Venn, fishbone or Ishikawa, squeeze and stretch, why-why, t-chart, KWL…