Suggests providing opportunities for students to discuss real-life computer-related issues in the classroom. Several sample scenarios are included. Students not only examine their values but also develop reasoning and decision-making skills using these or other dilemma stories. (JN)

Presented are six activities suitable for middle grades. They include programs for voting, creating Logo patterns, and for selecting a writing topic. Other activities focus on use of the colon and FOR/NEXT loop in BASIC and evaluating programs. (JN)

Five activities suitable for upper grades are provided. They include programs to create polygons (Logo), determine where text is placed on screen (Apple Pascal), and draw a working clock (Logo). Other activities focus on command statements and creating a quiz. (JN)

Constructing solids, number of possible solids, properties of the series, general terms, and sum of the series are each described and illustrated. (MNS)

Categorizes researchers as tinkers, tailors, soldiers, and spies and discusses how each group contributes to the improvement of science education. Tinkers direct attention to content of children's minds; tailors focus on cognitive processes and development; spies consider classroom interactions; and soldiers believe best solutions come from those…

Presented are tips for writing effectively about geographical issues in popular publications. Geographers should present ideas clearly and logically, write lively summaries of geographical research, include people in the article, use humor, and use the best forms of graphic presentation. (RM)

Described is a curriculum program in U.S. history, entitled the Project on History and Logic, specifically designed to improve critical thinking skills. (RM)

Presented are generic structures, called goal and problem/solution frames, for psychologically-based historical explanations. Although intended primarily to help authors write a history that can be easily understood and remembered, the frames can also be used by teachers to organize classroom presentations and by students for textbook study. (RM)

A lecturer in the School of Education, Nottingham University, contends that teaching about the media need not be an elaborately complex business. He suggests some of the constituents of a worthwhile course, the nature and effects of television images, and areas for further investigation. (PD)

Reviews the research on the relationship of metacognition to fluent reading and offers techniques for developing knowledge of and fluency in reading. (AEA)

Suggests that the works of Ernest Hemingway can introduce young readers to (1) an intense expression of the joy of life, (2) heroic models, (3) original use of language, (4) a sharp sense of time and place, and (5) literature that can be understood at many levels. (MM)

Disputes previous research findings that the amount of time spent viewing television declines significantly during the adolescent years. (FL)

Offers a procedure for use in teaching students how to outline. (FL)

Argues that the secondary English classroom needs writing that explores women's feelings, experiences, and needs; that adolescent girls not only must have active engagements as readers with such texts, but they must also struggle to achieve the same sort of openness and exploration in their own writing. (HOD)

Studies of educational change have not looked at institutionalization of new programs. This study found four approaches to institutionalizing changes: (1) mandated, stable use; (2) skillful, committed use; (3) vulnerability; and (4) indifference. Teacher-administrator harmony is critical to success. (MD)