Ways in which bead strings can be used for reinforcement and concept development are noted. After discussion on how to make bead strings, the material looks at: (1) prenumber concepts; (2) more than, less than; (3) conservation of number and numerals and numerousness; (4) addition and subtraction; and (5) place value. (MP)

Conducted a study to determine the level of basic skills achievement among Ohio high school business education seniors. Found that these students lacked competency in general knowledge and in computational skills, basic English skills, and typewriting skills. (GC)

Discusses the importance of basic education, which is predicated on five principles: (1) importance of intellectual development, (2) certain subjects are more important than others, (3) all children should learn these subjects, (4) pupil progress should depend upon pupil performance, and (5) teachers should be well-grounded in the subjects they…

Discusses findings from a survey of 286 public school teachers in major American cities which indicated that students' lack of basic skills is a major problem in teaching. Teachers also expressed concern over lack of community and administrative support, lack of necessary financial resources, and shortage of qualified personnel in the teaching…

Defines the open classroom approach as a pedagogical strategy which emphasizes student interests, student responsibility, and informality without ignoring traditional curriculum content. Outlines the major features of the open classroom approach and suggests ways it might be applied to the elementary math, language arts, social studies, and…

Many of the problems faced by Chinese educators have a familiar ring: lack of leadership, need for basic skills improvement, poor teacher training, and disorderly students. (Author/JM)

There exists a controversy as to whether or not minimal competency testing in the area is a sound educational practice. A review of reading research in three areas, developmental reading, functional reading and recreational reading was conducted to provide data relevant to the controversy. (RD)

Three alternative methods of finding averages of two numbers are presented. (MP)

An introductory multiplication lesson, used successfully with second graders, is detailed. The method takes advantage of prior knowledge acquired in a geometry unit of study. The lesson is seen to have potential for other grades teaching multiplication for remedial work, and explaining the commutative law. (MP)

Discusses three assumptions that can help achieve the goals of international studies in the elementary school. The author shows how intercultural development can be added to Kohlberg's and Piaget's stages. A unit on the Japanese house illustrates how the study of another culture can integrate social studies and mathematical skills. (SR)

Reports the findings of a survey commissioned by the Speech Communication Association's Task Force on Assessment and Testing. Concludes that many states are including speaking and listening skills in curriculum and assessment programs but that much work still needs to be done to develop an integrated oral communication program. (PD)

The use of pictures in the early instruction of doubles in basic addition is promoted. The process used in the Illinois University Mathematics Learning Clinic is detailed. Doubles are seen to be among the easy facts that children are capable of learning first. (MP)

A parent's viewpoint regarding speed tests on basic division is presented. The parent questioned the value and necessity of the division testing and felt it was more important that his daughter know when to divide, rather than learn skills that can be done more rapidly and accurately on calculators. (MP)

Describes a group education plan for school districts and an individual education plan for the disadvantaged learner, as developed in New Jersey. Elements discussed include formulation of the group education plan and implementation of the individual education plan. (CT)

Argues that, while children need to learn the syntactic, symantic, and graphonic cuing systems necessary to reading, the ultimate focus of elementary reading instruction should be reading for meaning. Describes an ideal classroom where students constantly interact with reading and writing and developing personal motivations for effective language…