Describes instructional use of brief first-person accounts of mental disorders. Explores the benefits of using first-person, autobiographical accounts as required reading in a course on abnormal psychology. Finds that first-person accounts were more helpful in increasing student appreciation of the experience of having a disorder and empathy for…

This article challenges some accepted binaries in literacy and technology research in order to explore the complex, multifaceted nature of literacy practices using a hypertextual multimedia study environment (MSE). Binary distinctions like literacy/illiteracy or online/offline are "wrinkled" or complicated by introducing findings from an…

Today's classrooms hold many students who often possess dysfunctional approaches to conflict as entertainment. Abrasive talk shows, confrontational radio, even political debates, and the frenzy surrounding them may be considered evidence of this dysfunctional approach. Because we live in a post-9/11 reality and a time of war, the opportunity to…

The purpose of this study was to investigate statistical relationships between gender and Alberta Achievement Testing Program scores. Achievement test scores from grades 3, 6, and 9 in all subject areas were investigated during a four-year period. Results showed statistically significant positive correlations between gender and scores in most…

Research has documented that collaborative learning groups improve student learning and increase the likelihood that students will have positive attitudes about both the subject matter and their peers. However, researchers know much less about how collaborative learning groups may influence student behavior and the extent to which their utility…

This document presents the syllabus for Library Instruction at the University of Rhode Island. The course is designed to introduce students to the fundamentals of bibliographic instruction and concentrates in the following areas: the history, philosophy, and structure of library education; cognitive aspects of library instruction; forms of library…

This course guide describes an elective speciality course on critical/intensive care nursing. A rationale for the course is followed by general information, including a description of the theoretical and clinical course components, an enumeration of major goals and objectives, a detailed outline of the units of instruction, a calendar of…

This booklet begins with a rationale for a strategy for structuring reading activities in the English classroom in order to facilitate growth in reading ability and to accommodate students with varying initial levels of achievement. Specific suggestions are provided for prereading activities, the reading itself, and postreading activities. A…

Reemphasizes the connection between reading and writing and the benefits of reading activities as assignments in the composition class. Suggests situations where readings in the composition class can facilitate reader-writer interaction. (RL)

Reports the results of a study which surveyed 237 junior and senior high school teachers' endorsement and use of selected content area reading strategies. Results showed a substantial gap between the teachers' generally positive attitude toward the reading practices and their level of use of the practices in the classroom. (JDH)

Includes articles that discuss (1) a quick fix for "agitata," (2) getting more effort out of remedial readers in high school, (3) using the "maze" technique to teach students about good style in writing, and (4) a collaborative learning experience. (JD)

An exercise designed to provide students with an opportunity to take responsibility for learning an assigned reading and to share ideas with their colleagues is described. The exercise also provides a safe atmosphere in which to practice communication skills, critical thinking, and decision making. (MLW)

Describes activities that use jigsaw puzzles for vocabulary building and positive reinforcement and in-class book publishing to motivate high school remedial readers. (AEA)

The purpose of this study was to compare the effect of two learning strategies: summarizing and structured questions on near and far transfer tasks. The study explored the possible way to activate metacognitive strategies and critical thinking skills through the use of reflective activities, like summarizing or answering structured questions after…