The development of fundamental movement skills is essential in quality physical education. It has become widely accepted that school-age children who fail to reach the automatic phase in fundamental movement-skill development may choose physically inactive and unhealthy lifestyles. Therefore, physical educators must continue to discover ways to…

In some countries, the scale of the youth illiteracy problem calls for critical and targeted responses. It is important to help young people in developing countries gain basic literacy skills so that they can contribute to the development of productive, peaceful, and democratic societies. While national commitments and support are important, the…

Employers seek employees who possess soft skills. Employees who do not have excellent soft skills may not experience success in obtaining and sustaining employment. McEwen's (2010) framework for skill-building--introduce, explain, practice, and reinforce--was used to describe activities for enhancing soft skills. Assessment of soft skills…

This revised report was prepared for the Canadian Literacy and Learning Network (CLLN) and the thirteen-member provincial and territorial literacy coalitions. The purpose of the report is: (1) To provide background information on the labour market transfers from the Federal Government to the provincial and territorial governments; (2) To outline…

This article describes fifty-five skill-building activities for use in teaching grades Pre-K through 8. Activities are labeled according to basic skill areas, and activities for parents are included as well.

Fifty procedures for implementing a variety of skills are presented. For example, to help students predict outcomes, draw inferences, and identify data to suggest or refute conclusions, teachers can have students read to a designated point in a reading selection and then brainstorm various ways the selection could end. (RM)

Because geography begins right outside the school door, teachers can structure learning activities that link classroom learning to events in the local community and the world. These activities can be organized in a program leading students from description (reading the landscape) through explanation to prediction. (MLH)

Because all social studies classes require competence in time and chronology concepts, a sampling of ideas that elementary social studies teachers can use to help children understand time and chronology are presented followed by a list of skills necessary to help children understand the time system, the calendar, and chronology. Examples of…

Career educators appear to be developing an approach to schooling rooted in at least four questionable assumptions about the learning process. Unless these interrelated assumptions are critically examined and rectified, then the most beneficial intended outcomes of career education will be subverted. (Authors)

Describes development of an expanded home economics curriculum in Kentucky that emphasizes learning of basic skills and their applications to home economics-related tasks. (CH)

Social studies teachers should concentrate on helping students develop basic skills. One comprehensive program to help teachers develop these skills is the Wisconsin Design for Reading Skill Development. Activities and tests from the Wisconsin Design are included along with feedback from teachers who have used the program. (Author/DB)

Over 30 elementary activities for developing dictionary skills are provided. A wide variety of formats is used, including pictionaries, connect the dots, word searches, fill-in-the-blank, matching, and riddles to help children practice skills such as sounds, alphabetical order, prefixes, parts of speech, phonetic pronunciation, and guide words.…

Children can acquire basic skills through social studies content using the traditional early childhood learning center environmental organization. Such learning centers are described and possible social studies units and daily routines and activities that can be used in the centers are discussed. (RM)

Relates how a high school English teacher reorganized the "basic skills" course to reflect greater attention not to isolated skills and drill but to meaningful practice in reading, writing, speaking, and listening. Focuses on the technique of a "Reading Blitz"--five successive days of reading--to develop other language activities. (RL)

Research studies conducted with typewriting students have consistently shown that concepts can be learned in typewriting classes with no appreciable loss of typewriting skill by students. This article discusses three stages of typewriting instruction and how concept learning can be incorporated into each stage. (HD)