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Mediation in special education is a process intended to assist parents, schools, and agencies in resolving disagreements regarding the special education program of a student with disabilities. A trained mediator works with the parties to guide them toward a mutually satisfactory solution that meets the best interests of the student. This occurs at a nonadversarial session which is more structured than a parent-school conference, but less formal than a due process hearing. This technical assistance paper contains an overview of special education mediation in Florida, an explanation of the process, a description of each party's role in the process, a comparison of mediation and due process hearings, answers to commonly asked questions about mediation, and copies of forms used in the process. The appendix contains the following forms: a request for mediation, mediation agreement, mediator evaluation of the mediation session, and participant evaluation of the mediation session. (JDD)

The objective of this intervention guide is to prepare each student to be mathematically literate to survive in a world that is changing and growing as technological advances are creating new applications of geometry, measurement, statistics, and counting procedures. It accomplishes this goal by providing an intervention setting that includes manipulatives, calculators, and technology. This guide presents a list of resources for designing instructional interventions for remedial students in mathematics. An introduction to lesson planning for K-12 remedial mathematics students is also given. Contains 35 references. (ASK)

This paper proposes a teaching model for the implementation of a Science-Technology-Society (STS) curriculum. The topics of technologic literacy, STS goals, and STS instruction are included. The historical and contemporary perspective of technology is addressed. The Graham model of STS instruction is compared with the Oregon instructional model. The eight parts of the Oregon model are described by the following: (1) "Issues in Application of Technology"; (2) "Diagnosis of Understanding"; (3) "Technological Processes"; (4) "Instructional Method and Technology"; (5) "Science Content"; (6) "Essential Learning Skills"; (7) "Problem Solving and Decision Making"; and (8) "Responsible Action". (KR)

The Oregon vision for transforming science education is called concept/process-based science. It is not a program but a conceptual framework which presents goals for the direction of science program development. It focuses science programs on helping students develop basic scientific understandings through the use of the key processes of human problem solving. Section 1 of this document, "Elementary Science Education," consists of two subsections: "The Vision for Concept/Process-Based Elementary Science" and "Promoting the Development of Thought." The latter deals with coordinating five basic sources or factors which provide stimulation and support for students' cognitive growth. These are: (1) experience with objects; (2) social interaction; (3) beginning capabilities in initial conceptions; (4) language; and (5) development--coordinating the factors. Section 2, "Changes In Elementary School Science," consists of the following subsections: (1) "Changes in Curriculum"; (2) "Changes in Learning"; (3) "Changes in Instruction"; and (4) "Changes in Evaluation." Section 3, "School Support," contains information on (1) changes concerning program materials, support, and time allocation, and (2) changes in staff development, which concern teachers' understanding and practices. (PR)

Arguing that complaints are inevitable and that complaint handling should be an integral part of the library's public service program, this paper identifies and discusses the components of such a program. Concerns discussed are those that should be of general interest to all types of libraries, and the primary focus is on external complaints, i.e., those made by library users or others not employed by the library. The paper comprises the following sections: (1) Introduction; (2) The Problem; (3) Management Commitment; (4) The Policy Statement; (5) The Procedure; (6) Complaint Receipt and Initial Response; (7) Formalization of the Complaint; (8) Receipt of the Written Complaint; (9) Initiation of Fact Finding; (10) The Fact-Finding Report; (11) Patron Response and Appeal; (12) The Problem Patron; (13) Conclusion; (14) Acknowledgements; (15) References; and (16) Vita. (THC)

Describes the use of a modified version of the I-Search writing process for a high school freshman English research paper. Topics include collaboration between the classroom teacher and the teacher librarian, student journals, research strategies, problem solving, recognizing bias and opinions in sources, student assessments, and teacher observations. (LRW)

These background papers are written to provide information for the teacher on technical problems that might arise as students carry on various USMES investigations. Background papers are also written which include information about the types of investigations which may provide good opportunities for learning in specific areas. This set includes papers directly related to: biology, design problems, electric circuits, geometry and shapes, group dynamics, graphical representation, measurement, probability and statistics, ratios, proportion and scaling, and simulation activities. (MK)

Intended to introduce educators in secondary schools and colleges to discussion promoting economic literacy for all students, this paper offers a critique of the typical economics curriculum, a rationale for economics education, and a working definition of economic literacy. The first section reviews and critiques current curriculum planning in the United Kingdom's secondary schools, questioning the basis on which some writers have justified the inclusion of economics in the curriculum. In the second section, it is argued that inclusion of economics understanding in "core" curriculum would be too overwhelming, based on the rationale that it is only through an economics perspective that students can achieve sufficient objectivity to ensure realistic scrutiny and evaluation of economic issues, problem experiences, and policies that confront individuals and nations. The third section translates themes from this argument into a working definition of economic literacy. Appendices containing examples of economics reasoning conclude the publication. (LH)

This curriculum guide is the first step in a total home and family life curriculum revision in the state of Washington aimed at helping students solve problems and study issues that have an impact on home and family life. The guide contains two model, nonsequential, comprehensive courses that may be adopted or adapted by school districts. The guide has three major sections. The first section, "Getting Started," has eight topics and seven lessons designed to prepare students at all levels to make decisions, solve problems, assume leadership roles, and achieve goals individually and in groups. The second section, "Personal Choices," examines seven issues of concern to younger students (grades 5-9): self-esteem, getting along at home and with others, handling change, managing money, improving health, and planning the future. The third section, "Management of Home and Work," designed for high school students, focuses on their future lives. Its seven issues and related topics cover healthy and balanced lives, relationships, community service, stress management, preparing for the future, parenting, and coping with crisis. Each lesson issue includes topic, suggested objective, leadership skills, evaluation techniques, resources, activities, and handout/transparency materials. The guide also contains an 18-item thinking skills bibliography, a lesson plan model, and a list of the curriculum team members and contributors. (KC)

While young children's problem-solving models are not as elaborate as those of older students, they share an important belief, namely, that writing and reading are fundamentally purposeful acts of communication. Focusing on the interpretation of process, in particular on writing and reading as forms of problem-solving that are shaped by communicative purpose, three sets of vignettes show students at different stages of schooling as they write and read. The first set illustrates the nature of problem-solving in skilled reading and writing processes that are held as goals for college students. The second set of vignettes places these processes in context by considering some of the factors that influence students' problem-solving as they write and read in response to typical class assignments. The third section explores the problem-solving skills that young students--children learning to write and read and adolescents expanding their writing and reading abilities--bring to their school assignments. It is critical that strategies such as summarization and self-questioning not become disconnected from the larger communicative, meaning-construction process. The critical question is how to sustain and further develop the potential evident in the problem-solving of young writers and readers. Flexibly structured opportunities for teachers and students to exchange views about both their own and professional texts provide the student with context for cultivating a deeper understanding of writing and reading as purposeful acts of communication and to transform the contexts in which writing and reading occur. (Sixty-six notes are attached.) (RAE)

Designed to address the major conceptual problems associated with respiration and photosynthesis, this module can be used with high school students or college nonscience majors including those in elementary education. It is one in a series developed by the project Overcoming Critical Barriers to Learning in Nonmajors' Science Courses. The materials offer guidance to teachers in diagnosing student deficiencies, in creating dissatisfaction with misconceptions, and in providing opportunities for application and practice. This module contains: (1) an introduction (discussing misconceptions related to photosynthesis and respiration and explaining how to use the module to overcome these barriers); (2) diagnostic test and commentary (designed to be used as a pretest and/or posttest); (3) materials for lecture or discussion with commentary (consisting of a series of copy-ready masters for use as overhead transparencies and student handouts); (4) laboratory activities and commentary (including lessons on molecular models of respiration and photosynthesis, food storage in coleus plants, and respiration and breathing rate); and (5) problem sets (addressing specific misconceptions on respiration and food for plants and animals). All instructional materials for the students are juxtaposed with instructor commentaries. (ML)

Designed to address the major conceptual problems associated with evolution and variation and survival in populations, this module can be used with high school students or college nonscience majors including those in elementary education. It is one in a series developed by the project "Overcoming Critical Barriers to Learning in Nonmajors' Science Courses." The materials offer guidance to teachers in diagnosing student deficiencies, in creating dissatisfaction with misconceptions, and in providing opportunities for application and practice. This module contains: (1) an introduction (specifying the critical barriers to understanding natural selection and explaining how to use the module to overcome these barriers); (2) diagnostic test and commentary (designed to be used as a pretest and/or posttest); (3) materials for lecture or discussion with commentary (consisting of a series of copy-ready masters for use as overhead transparencies and student handouts on evolution by natural selection); (4) laboratory activities and commentary (including a lesson on the evolution of "bead bugs"); and (5) problem sets (addressing the value of variation of traits to the process of natural selection and the nature of adaptive traits). All instructional materials for the students are juxtaposed with instructor commentaries. (ML)

Designed to address the major conceptual problems associated with light and vision, appearances of surfaces, and color, this module can be used with high school students or college nonscience majors including those in elementary education. It is one in a series developed by the project "Overcoming Critical Barriers to Learning in Nonmajors' Science Courses." The materials offer guidance to teachers in diagnosing student deficiencies, in creating dissatisfaction with misconceptions, and in providing opportunities for application and practice. This module contains: (1) an introduction (specifying the critical barriers to understanding light and vision, appearances of surfaces, and color and explaining how to use the module to overcome these barriers); (2) diagnostic test and commentary (designed to be used as a pretest and/or posttest); (3) materials for lecture or discussion with commentary (consisting of a series of copy-ready masters for use as overhead transparencies and student handouts on light and color); (4) laboratory activities and commentary (including exercises on shadows, diffraction grating, and color shadows); and (5) problem sets (containing a problem set on light and vision and one on color). All instructional materials for the students are juxtaposed with instructor commentaries. (ML)

Results of assessing Eastern New Mexico University students' cognitive outcomes are presented as one component of research being conducted by the Student Impacts and Outcomes Committee. The impact of general education studies on undergraduates' integration and utilization of knowledge is being assessed using the American College Testing Program's College Outcomes Measures Program (ACT COMP) objective test. The test consists of six subtests: functioning in social institutions, using science and technology, using the arts, communicating, solving problems, and clarifying values. First semester freshmen are required to take this test; 704 students were tested in September 1986. The total ACT COMP score for the average freshman (0-29 cumulative credit hours) was at the 43rd percentile when compared to national norms. Percentiles for ENMU and the national sample are also reported for the six subtests. Charts present ACT COMP subtest results on: university-wide percentile rankings; percentile rankings for the advising center and for four colleges within the university; and comparisons of scores for five ethnic groups. (SW)

To build understanding of, and the ability to use, first-year science and engineering calculus, students were introduced to differential equations and asked to carry out research on differential equation modeling projects. Describes a model for the research paper; appendices provide a copy of the student handout and five examples of student research topics. (MDH)

One set of ideas at the core of the National Science Education Standards (NSES) Science and Technology Standards is that of engaging middle school students in activities that help them develop their understandings of technological design. More precisely, students should be able to identify appropriate problems for technological design, design a solution or product, implement a proposed design, evaluate completed technological designs or products, and communicate the process of technological design. This article describes a simple yet effective classroom activity that can help students achieve many of these learning goals. The activity, called Paper Towers, offers a challenging and engaging way to introduce students to the central tenets of technological design. This type of lesson helps students build a more complete understanding of the meaning of science and technology as put forward by the NSES--and students have fun in the process. (Contains 2 figures and 3 online resources.)

This paper, part of a series of working papers published to provide documentation of research and development efforts associated with the Indigenous Mathematics Project of Papua New Guinea, discusses the role of problem solving in the mathematics curriculum and types and characteristics of good problems, with illustrations. Reasoning by analysis and synthesis are presented in some detail, with attention to ends-means analysis and structured problem solving. In the next section, the search for problem solutions is discussed, including suggestions for organizing problem solving sessions. Polya's four-step plan is described, with comments on each step. Several problem-solving strategies are illustrated, with a sample problem worked for each: guesstimation, work backwards, reduce to a simpler case, conduct an experiment, and add elements to the problem situation. In the final section, classroom activities are presented, such as whole-class problem-solving warm-ups and three problems with solutions. A bibliography is included. (MNS)

The paper provides a rationale for using a decision-making model in teaching environmental issues, outlines specific steps in creating a simulation, and illustrates its use in the classroom. The objectives of environmental education are to provide learning opportunities for students to know, think, choose, and act regarding pervasive social issues from local to global levels. The primary goal of social simulations is to involve students in approximations of real-life, environmental issues. Ideally, simulations will encourage students to become actively involved in their own preparation to make political, social, and personal decisions. Procedures for a decision-making model include identifying a problem, defining the desired solution, identifying alternatives for accomplishing the desired outcomes, and selecting the best alternative. The hypothetical classroom situation which concludes the document involves applying decision-making procedures to the problem of storage of toxic chemicals near a school playground. (Author/CK)

This paper presents a counseling model based on transactional analysis (TA) to be used with staff members whose professional performance is considered marginal. The introduction of the paper suggests reasons for marginal performance. Counseling from the TA viewpoint is described as a series of transactions designed to improve performance, solve a personal or job-related problem, and create a path for individual development. Two stages to counseling situations based on TA techniques are explained. A first internal review of ego states and their effects by the manager is recommended as a preparation for counseling. Guidelines for this review are given which concentrate on strengthening the adult aspect of the client. A set of 10 TA guidelines for the actual counseling, designed to assist in developing exchanges which will solve the problem and encourage client growth and development, are listed and explained. The paper concludes by recommending follow-up evaluations once counseling has been terminated as a control measure to determine whether goals are practical and whether the action being taken will assure their attainment. (NRB)

This paper presents a counseling model for managers in education who must deal with staff, their problems, and their perceptions. The basic principle underlying the model is given: the helper is not expected to have ready-made solutions to others' problems, but to offer motivation, time, and skills to help others solve their own problems. The three stages through which the problem mangement helping model works are listed and explained; they are: (1) initial problem clarification; (2) setting goals; and (3) designing and implementing action programs to achieve the goals. For each stage, the roles of the helper and the problem owner are described. An outline summarizing the work at each stage is provided which extends the helper's necessary behavior in each stage within the context of a work-centered problem situation. The paper concludes with a list of advantages of the counseling mode of managerial behavior. It is noted that this counseling model places the responsibility for self-management and change with the individual, fulfills the responsibility the manager has for helping clients, helps to produce a caring, honest, and sharing environment which contributes to the overall climate of the institution, and establishes the professional peer relationship most suitable for educational institutions. (NRB)

Four lessons for secondary school geography instruction focus on creative thinking through generating alternatives, imagining consequences, generating analogies, and creating products. In lesson 1 students lay out alternatives to solving a problem and decide the best course of action. Suggested activities include consideration of alternatives in providing free public schooling to aliens in Texas, insulating a solar water heater, and providing mass transit in an urban area. Suggestions for brainstorming techniques in ecology, geography, energy, and economic/geography units are also provided. Lesson 2 focuses on imagining consequences of personal and societal actions. Students generate consequences to such issues as raising the highway speed limit, giving Puerto Rico independence, and abolishing restrictions to immigration. Group activities involve scenarios requiring allocation of limited resources. In lesson 3, students create analogies to aid in unlocking long-term memory and projecting implications of various courses of action. Several worksheets involve students in creating simple and complex analogies. Lesson 4 focuses on producing creative products, using the criteria of the student's practical knowledge, originality, competence, moral or aesthetic sensitivity, and excellence. (KC)

The development of an operational model that would enable a college institutional research unit to improve administrative decision-making by expanding its data base to include new activities not widely recognized throughout the institution is considered. Attention is directed to institutional research as a function within an institution, specifically medium and large universities, both public and private. The evolving role of the institutional research function is traced historically, and the Arizona State University is considered as a case study. It is suggested that the relationship between the outputs of the institutional research office and the policy formulation and decision-making activities of the university is important. Based on the Arizona State University case study, the following requirements for an operational model for the institutional research unit are proposed: the model must be user-focused, anticipatory and dynamic, iterative and approximate, prescriptive rather than descriptive, and comprehensive rather than solely empirical. In line with these characteristics, it is suggested that an appropriate model for contemporary institutional research might be a policy analysis model. This type of model might involve study of what a decision-maker wished to accomplish, finding alternative ways of achieving the objectives, comparing alternatives in terms of their impacts, and an iterative approach. Implications include the fact that the use of a problem criterion would be the basis in conceptualizing and designing work activity, and that emphasis would be directed to the development of new data sources and analytic capabilities. (SW)

The document examines, defines, and suggests approaches for using the case study method in teaching global development studies. The paper is presented in three parts. Part I defines global development studies as "an academic course of study that encourages students to develop a rational, systematic approach to complex global issues." The objectives are to synthesize what is known about the modern world from a wide variety of academic disciplines and to provide a tool for the development and practice of basic skills. This part also defines and lists the advantages of using the case method. Part II examines three types of case studies: the global country case study, the global issue case study, and the local case study. It also recommends that the case study course be an outgrowth of a development theory course and lists skills developed in the case study course, including reading, writing, listening, discussion, reasoning, problem solving, and analysis and synthesis. Part III discusses the case study, and teaching methods which will encourage skill reinforcement. A briefly annotated bibliography of books, audiovisual materials, simulation games, and global organizations concludes the document. (CK)

The purpose of this paper is to demonstrate methods for developing cognitive processes in adult students. It discusses concept formation and concept attainment, problem solving (which involves concept formation and concept attainment), Bruner's three stages of learning (enactive, iconic, and symbolic modes), and visual thinking. A curriculum for logical thinking is described that would make the processes of concept formation and concept attainment visible by incorporating the visualizing of solutions to problems. Suggestions for a curriculum for logical thinking include encouragement of students' working in pairs or small groups on problem solving and concentration on the process of the reasoning, not the response. Samples of types of problems used in a curriculum for logical thinking follow. Solutions are provided for each exercise. These types of problems appear: concentration, visualization, abstraction, Venn diagrams, pattern seeking, analogy, verbal analogies, inductive reasoning, and charting. (YLB)

The way that graphs can be used to make calculations that are commonly used by institutional researchers is described using specific examples, and the technique of constructing computational graphs (and nomographs) is outlined. It is shown that once a calculation involving several variables has been represented by a computation diagram or a nomograph, the user can often obtain solutions more quickly than is possible by computer. Two situations in higher education that warrant the use of diagrams and nomographs are as follows: whenever a routine calculation must be performed repeatedly, using different input values; and where a relatively simple analytical model is needed to calculate responses to "what if" questions posed in the form of values assigned to input variables. It is claimed that these devices equal the performance of a microcomputer, are more convenient to undertake, and can be used by all participants in a planning session. A mathematical model relating departmental workloads, student numbers, and faculty strength is developed. Diagrams include the following: a three-variable graph and a four-variable computational diagram for analyzing a technical/professional program. Seven reference texts on nomography and two on computation diagrams are identified. (SW)

Specific criteria for the rating of each questionnaire item are stated in detail. The teacher is asked, after reading the questions carefully, to assign each second grade student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections with section 1 focusing on reading comprehension, problem solving skills, and creativity; section 2 focusing on social interaction, attention span, and independence; and section 3 focusing on communication skills, classroom participation, and self-expression. (BJG)

Specific criteria for the rating of each questionnaire item are explained in detail. The teacher is asked, after reading the questions carefully, to assign each first grade student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections w1th section 1 focusing on problem solving abilities, auditory skills, and attention span; section 2 focusing on social behavior, independence, emotional stability, and productivity; and section 3 focusing on communication skills, self-expression, comprehension of time and space concepts, and creativity. (BJG)

Specific criteria for the rating of each questionnaire item are stated in detail. The teacher is asked, after reading the questions carefully, to assign each kindergarten student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections with section 1 focusing on word pronunciation, color identification, counting, and understanding of time concepts; section 2 focusing on social interactions, interests, problem solving abilities, and emotional stability; and section 3 focusing on communication skills, creativity, and independence. (BJG)

Instructor skills which are useful in facilitating classroom discussion are described. Suggestions are made for organizing the group (optimal size being 5 to 7 students), establishing agenda and procedures, and identifying responsibilities. Specific techniques are given for managing the flow of ideas, encouraging students to freely exchange ideas while maintaining an objective attitude, and guiding the discussion away from emotion-laden areas. (JD)

The essentials of Piaget's theory and its application to teaching at the college level are described as part of the Learning and Evaluation Service workshop, Teaching Students to Reason, offered at Michigan State University. Objectives are to enable the teacher to: (1) diagnose and classify reasoning patterns of students; (2) evaluate current instructional materials and techniques in light of Piaget's theories; (3) redesign instruction to incorporate Piagetian concepts in order to facilitate the type of reasoning appropriate for the course; and (4) use guidelines for designing tools to evaluate reasoning skills. Examples are presented from various subject matters to enable the teacher to understand how many of the principles can be applied to college courses. After close examination of concrete and formal operation, a list of characteristics associated with each level of reasoning are presented, as are examples of student responses that can be classified accordingly. Some general teaching strategies that are useful to promote reasoning abilities in learning are presented for the following areas: when introducing a new topic, during instruction, when using the laboratory, when making assignments, and when testing. (SW)

This guide presents suggestions to committee chairpersons for making meetings more effective. The three broad sections of this guide address: (1) preparation of the agenda and physical arrangements for the meeting; (2) management of meetings to avoid negative outcomes; and (3) methods to overcome blocks in conflict resolution and decision making. Examples of frequent problems occuring at committee meetings are illustrated along with several solutions. Appendices include tips on problem solving, identifying constraints before brainstorming for ideas, comparing and ranking ideas, and gaining acceptance for a proposal. (CJ)

This manual is designed to help teachers and tutors implement a 4-day modular course in the skills and processes necessary to get things done. The aims and content of the course are described. A course summary is provided along with a model course program that includes parallel lists of objectives, suggested learning activities and text materials, and notes for tutors. Instructional materials are provided to help students develop leadership, observation, evaluation, problem-solving, listening, and target-setting skills. Follow-up procedures for use in applying and reinforcing the skills addressed in the course are outlined. Concluding the guide is a chapter on student evaluation. Appendixes to the manual include a summary of the development and initial results of the course, a brief list of the skills that employers value in young people, a sample letter to employers or sponsors, and a checklist for a successful course. (MN)

Research has shown that although university instructors of English as a Second Language are aware of the benefits that active learning can bring the student, teacher-centered, traditional lecture method classes are still the norm. Resistance to change is due in part to large class sizes, limited instruction hours, and the perception that proactive learning would entail increased preparation time. The purpose of this paper is first to demonstrate the need for active learning in the Business Communication classroom taking into consideration that students today must not only acquire competence in a subject, but they must also be able to apply those competencies as they work in their professions. Secondly, the paper will give practical examples of how role-play, peer correction and case studies are applicable in the university classroom in the study of letter, memo, resume writing as well as in the preparation of meetings and job interviews. (Contains 13 references. Appendixes contain a sample instructional letter-writing format; a class exercise on letter-writing form; an example of a problem-solving situation; a mini-lecture on resume/curriculum vitae writing; a form for taking notes during the mini-lecture; and a list of employment interview questions used during a student simulation.) (Author/RS)

This paper focuses on the design of effective lesson plans using the Internet. Effective lesson design helps students to explore ideas, acquire and synthesize information, and frame and solve problems. The creative problem solving which depends upon context, interrelationships, and real-world activities is available through Internet projects. Communication among schools, home, and community will increase with collaborative projects. The paper explores a multi-level, interdisciplinary problem solving scope and sequence for integrating technology into the curriculum. This framework depends on a multi-tiered conceptual framework. The framework helps teachers visualize how the World Wide Web can be incorporated into a class where students are at various levels of ability in using computers. The structure can be summarized in five steps: (1) learn to search; (2) create a hotlist; (3) create a guided tour; (4) create an HTML file; and (5) post your Web Page. Conceptual frameworks are also presented for guided tours, scavenger hunts, Internet discoveries, CyberInquiries, and WebQuests. An annotated list of Web sites for lesson plans and additional resources is included. (Author/AEF)

Applied anthropology seeks to integrate anthropological values and knowledge with a rational approach to policy decision-making. This paper discusses some of the barriers faced by those who care about anthropology and are concerned with making a viable space for the discipline in the college curriculum. Anthropology teachers need to further refine what they do and what they are actually capable of doing. Teachers are encouraged to be honest and realistic in their dealings with students in promoting, marketing, and advocating applied anthropology. The paper concludes by raising a series of questions concerning the discipline of applied anthropology and its role in the curriculum, including: Is the activity designed to change individuals' attitudes, values, norms, or beliefs? What are the possible manifest and latent consequences of change of values? And is the activity designed to change the structure of the cultural and social institutions? (DB)

Research is the planned collection, selection, and processing of information that typically takes three forms--historical, descriptive, or experimental. Historical research seeks to uncover facts with respect to events that have already happened, descriptive research seeks to uncover facts with respect to the current scene of events, and experimental research seeks to develop more theoretical knowledge in a given field. Young students can become excellent historical researchers by making use of primary source materials provided by the oral interview. Students can be asked to tape record their grandparents' remarks about their early school experiences or to compile a cookbook of "secret" family recipes that have been handed down through the generations. The point is to get them started talking and interviewing persons as sources of information. If relatives are not available, children can consult with older neighbors in their community. Children can also be introduced to descriptive research by focusing upon a real-life problem that is both manageable and important to them. Problems might include rowdy school cafeterias, crowded hallways, or unsafe traffic intersections. Once a problem has been isolated, the children can brainstorm with the teacher for a list of solutions to the problem. Then they must refine, combine, or categorize their solutions into a manageable number of options. Small groups can then investigate the possible solutions through data collection or surveys. In these ways the language arts teacher can broaden the children's research skills beyond the paraphrasing of the encyclopedia. (HOD)

The purpose of this study was to describe elementary preservice teachers' difficulties with understanding algebraic generalizations that were set in an authentic context. Fifty-eight preservice teachers enrolled in an elementary mathematics methods course participated in the study. These students explored and practiced with authentic, hands-on materials called "object boxes," then created sets of their own object box materials. Each algebra rules object box contained materials to illustrate and describe four different algebraic generalizations, or "rules." The variables "n" and "z" were used in each of the generalizations. For each generalization, there was a set of objects attached to a piece of mat board that showed three cases of the generalization for different values of "n." Two sets of cards accompanied these objects, giving word problems, defining variables, stating equations, and explaining the algebraic generalizations. Students matched word problems to the object sets, defined variables and checked their work, then wrote algebraic generalizations for the object sets and used the reverse sides of the equation cards to check their work. Projects were graded with a rubric. Students were then surveyed about their difficulties. Results of the analysis showed that students were able to make an assortment of authentic materials in a variety of contexts and enjoyed the creative aspects of the project, but found the algebraic content challenging. The most common mathematical difficulties were being able to define the variable, and identify the pattern. Examples of effective student materials are provided. (Contains 4 tables and 16 figures.) [This paper was presented at the: (1) Annual Conference of the New York State Association of Teacher Educators (NYSATE) (Saratoga Springs, New York, April 28) [Conference presentation title: Preservice Elementary Candidate Assessment of Algebraic Understanding for Accreditation]; and (2) Annual Conference of the Association of Mathematics Teachers of New York State (AMTNYS) (Saratoga Springs, New York, October 26-28) [Conference presentation title: Using Hands-On Materials to Write Algebraic Generalizations (Grades 5-8)].]

One of the more interesting areas of problem solving in chemistry attempts to answer the question, "What do students understand about the molecular level of chemistry?" This question is also implicit in the more traditional area of mathematical problem solving but in this paper, more focus is placed on devising ways to help students develop a sound conceptual understanding of chemistry which includes molecular-level representations. It is suggested that having students express their understanding of the molecular level in drawings accompanied by written explanations is a powerful way of helping students shift their focus from the macroscopic (bulk property) level of matter to thinking about the nature of the invisible molecular world. This shift of focus seems to require a difficult transition in student thinking and the drawings seem to help students begin to make that transition. These drawings are also useful tools for the professor or TA (teaching assistant) to assess their students' understanding of molecular-level concepts. When drawing understanding of the molecular level, a great deal about what is known what is unknown about the molecular nature of chemistry is revealed. Therefore, these drawings can be useful in checking students' developing understanding (formative assessment) and determining students' level of understanding on an exam (summative assessment). This paper presents some of the ways in which molecular-level representations can be incorporated into a chemistry course. Based on the experiences, it is suggested that students view these representations in a variety of ways. Many students find them interesting and challenging. Others are incensed that chemistry does not simply consist of numerical problems. Still others think that a window has been opened to the molecular world for them. (Author/SOE)

This paper examines political maneuvering within academia, the concerns of English as a Second Language (ESL) faculty, and methods that faculty can use to overcome campus politics and address their concerns. ESL faculty are often concerned about: (1) the lack of support from mainstream college faculty; (2) too many part-time positions; (3) attitudes towards ESL students; (4) the marginal status of intensive English programs (IEPs) at many institutions; (5) the use of for-profit IEPs instead of regular, institution-related IEPs; and (6) institutions that offer degrees in teaching of English as a foreign or second language, but that offer few courses. To overcome these concerns, faculty need to establish networks of people who can assist them in reaching their goal. They also need to educate people about a specific problem or concern, build up demand for a desired course or program, bring in outside experts, appeal to financial considerations, publicize concerns, know and respect other people's agendas, and seek official sanction. (MDM)

The purpose of this self-teaching guide is to assist educators in assessing their capability of thinking outside the box in solving problems. The content is based on training sessions and research papers presented at various conferences during the 1999-2000 academic year. "Thinking outside the box" (TOB) is defined as a problem-solving power that everyone possesses when thinking differently from conventional thought. Putting TOB into practice requires these three steps: (1) asking the right questions; (2) testing assumptions; and (3) making creative leaps. Following the body of the paper, section A contains a problem solving exercise with 10 riddles designed for 2 participants. One person should try to solve these riddles while a partner serves as coach. Section B contains 10 additional riddles, and the participants should trade roles so that both can practice problem solving and coaching. (SLD)

This paper discusses classroom practices contributing to positive, peaceful interactions between adults and young children. The paper begins with reminders about the development of self-control as a crucial aspect of peacefulness, the role of the toddler's developing autonomy, and the development of a sense of fairness in prekindergarten children. The paper notes the importance of positive adult role models who have a daily quiet time, engage in meditation or prayer, and are mindful of their vocal inflection and body language. Suggestions for fostering peaceful environments are given, including using visual reminders, having orderly homes and classrooms, providing aesthetic experiences that promote peace, telling stories about problem solving, and limiting and monitoring television viewing. Inappropriate strategies for dealing with conflict are delineated, including the avoidance of threats, physical reactions, name calling, bringing up the past, and inattentive listening. Appropriate strategies are described, such as identifying the real problems, and demonstrating mutual respect for everyone's feelings. Also noted are procedures to help adults keep perspective as they help children work through steps of conflict resolution. The paper concludes by asserting that peace starts with positive interactions at home, in the community, and at school, and that each individual has the responsibility to respond, rather than react, to conflict. (KB)

This paper identifies five types of learning experiences which are relevant to understanding students' grasp of concepts and principles. These include exploring existing concepts, honing and clustering concepts, developing analytical and reasoning skills, developing problem solving skills, and structuring knowledge in memory. Each of these learning experiences is presented with research results and some of the instructional methods and classroom techniques identified for a rich learning environment. Changes in teaching approaches require new roles for both teachers and students. This paper suggests a way for teachers to model for students and presents a student-centered process for learners to extract knowledge from experience. (Contains 49 references.) (YDS)

This paper discusses techniques and resources to use to stimulate creativity through a web site for several "generations" of gifted and talented learners. To organize a web site to stimulate creativity, two categories of development issues must be considered: intrinsic person variables, and process variables such as thinking skills, specific learning processes, and those person characteristics that are responsive to development. Bloom's taxonomy of knowledge contains six levels of skill; the higher-level thinking skills of analysis, synthesis, and evaluation are often integrated into models of creative problem solving. Thinking skills that promote creative solutions to problems are critical thinking, deductive thinking, divergent thinking, inductive thinking, lateral thinking, metacognitive skills, visual thinking, and vertical thinking. Techniques that help establish an environment for creativity are set breaking, warm-ups, blockbusting processes, constructive discontent, creative dramatics, relaxation training, autogenics, psychodrama, sociodrama, and future studies. General systems that develop general creative processes or that value creativity are bionics, synectics, future problem solving, creative problem solving, creativity by design, entrepreneuring, and intrapreneuring. Components of two problem-solving models, methods for creating original associations, creativity enhancing techniques, brainstorming, visualization, and imagery are discussed. Web site addresses that provide examples and references are given throughout the article. A table presents characteristics of creative persons. (TD)

This paper presents tips for educators to integrate and facilitate virtual learning teams within online courses. The techniques are grounded in current research and theoretical foundations of systems theory and group dynamics. Tips emphasize facilitation of virtual learning teams, assembled for the purpose of formal education and supported by computer-mediated communication tools. Critical elements of virtual team learning are defined, including task/problem, team dynamics and interaction, team member roles, mediated communication, and facilitation. Tips are categorized as facilitating motivation and efficacy, problem-solving, skill building, knowledge construction, and conflict resolution. The ten techniques are: (1) help team members manage "cyberstress" by helping them feel connected to the facilitator and other team members; (2) plan frequent e-mail prompts to help team members overcome procrastination; (3) provide a variety of tools to support the different phases of problem solving; (4) assist team members when they struggle with achieving consensus; (5) assemble teams strategically based on task and talent; (6) provide timely and meaningful feedback; (7) scaffold topical discussions using a threaded discussion (asynchronous) tool; (8) encourage elaboration through questioning and hypertext linking; (9) discourage judgment, criticism, and personal attacks; and (10) intervene to highlight areas of common ground among conflicting team members. (DLS)

This paper presents teaching strategies and examples developed for a two-semester sequence in quantitative problem solving, specifically outlining a non-calculus derivation of linear regression formulas supported by the graphical display of the TI-83 calculator to visualize the minimization of the sum-squared vertical distances. The paper addresses the challenge faced by mathematicians teaching a general education mathematics course to excite non-math majors about a quantitative problem and to do it at a level that encourages them to explore mathematics. Part I presents a solution to a minimization problem that, while carefully motivated and precise, is accessible to the average college or community college student. Guided discovery is used to motivate definitions and make methods of solution plausible. Part II requires students to participate in the derivation of equations needed to solve the problem. (MM)

This paper describes how educators can develop authentic enrichment clusters to provide highly engaging learning activities that make schools enjoyable places for gifted students. Part 1 of the paper discusses the importance of authentic learning, in which the student applies relevant knowledge, thinking skills, and interpersonal skills to the solution of real problems. Enrichment clusters are described as opportunities for non-graded groups of students to come together for approximately one-half day per week to focus on the production of a mutually agreed on product or service that will have an impact on an intended audience. Students are brought together because they share common interests that bind them together and a willingness to work cooperatively within a relatively unstructured learning environment. The teacher's role as the facilitator of the cluster is highlighted. Part 2 of the paper discusses two key issues in developing enrichment clusters: (1) ensuring that an enrichment cluster does not become a mini-course; and (2) the teacher's role in escalating the content level of a cluster. Part 3 provides an enrichment cluster planning guide and describes the individual steps for planning an authentic enrichment cluster and for writing a cluster description. (CR)

The inclusion of critical thinking and viewing skills across the curriculum is one way to approach the development of problem solving, which could help develop the kind of students prepared to accept the challenges they face. Using popular media in teaching such skills links critical thinking to life in a way that keeps critical thinking from being isolated or seeming too difficult for students. Viewing activities are motivating, challenging, fun, and can enhance communication skills among students while they develop their critical thinking skills. This paper suggests activities for using video analysis, television production, computers, and photography, as well as hands-on geometrical/reasoning tasks and activities that involve visual analysis of color and shapes of letters of the alphabet. Ideas are presented for implementing these activities in several curriculum areas. (AEF)

This paper provides materials for a teacher workshop on the application of scientific processes across the curriculum. The approach is based on Taba's Inductive Model, and these materials contain sections on the purposes of Taba's model, teaching strategies used in Taba's model, the concept formation process, interpretation of data, application of principles, the scientific processes used in Taba's model, a planning guide to inductive thinking, an inductive thinking lesson that includes student handouts, a self-assessment check sheet for Taba's inductive model, and a coaching form for inductive thinking. (DDR)

There has been much discussion recently of the effect that gender and learning style have on student performance. Educators have attempted to develop new teaching and assessment strategies that accommodate a variety of learning styles, and both males and females are becoming more aware of gender-related traits and their relationship to classroom dynamics. The objectives of this workshop were as follows: (1) to engage participants in a problem solving activity that requires group cooperation, (2) to discuss how gender and group dynamics affect successful problem solving in this activity, and (3) to share methods and ideas that enable students to explore their own learning styles in an effort to develop productive learning strategies. Class time spent discussing gender roles, group dynamics, and personal learning styles early in the school year can help students build effective group-work skills and productive learning strategies that will benefit them throughout their lives. Furthermore, for the teacher, creating a "profile" of the learning styles that students bring to class can facilitate the development of instructional methods that better meet the needs of each student. (JRH)

A workshop for language teachers focusing on cooperative learning techniques is described. First, an example of the effectiveness of cooperative learning is demonstrated using a simple classroom game requiring interaction to solve a problem. The activity provides an opportunity for learners to practice questioning techniques in an authentic situation, builds a supportive and non-competitive learning environment, requires participants to use cognitive skills, and can be modified to achieve various objectives or teach a variety of topics. Considerations in making classroom cooperative learning activities effective are then outlined, including formation of roles and rules for cooperative groups, and shifting the teacher's role from instructor to facilitator. Forms are offered for individuals to assess their own contributions to the group effort, and for group members to rate each others' participation. It is concluded, based on the response of workshop participants, that the method fosters not only active learning but also a strong desire for cooperation with others. Contains 12 references. (MSE)