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Embroider crochet-look lace in the hoop to create a dainty bolero to wear over tops and dresses. Change the thread color or attach additional sections to personalize the project to [...]

The article offers step-by-step instructions for embroidering a table runner for the top of a bureau or dresser.

The article offers step-by-step instructions for designing a lacy embroidered collar to wear with a girl's dress.

The article offers step-by-step instructions for creating a prairie-style purse.

The article offers step-by-step instructions for making backpacks with secret pockets and embellishments.

The article offers step-by-step instructions for making a ribbon loop to create a convenient handle for upholstery.

The article offers step-by-step instructions for beading a Christmas stocking.

The article offers step-by-step instructions for creating weaving materials for May basket.

The article offers step-by-step instructions for embroidering a quilt.

The article offers step-by-step instructions for sewing a mask that is made of fabrics and trims. INSET: Wear It or Frame It!.

AbstractStudent teachers in middle school and high school were surveyed regarding their uses of technology for lesson planning, course material preparation, and lesson delivery. Four case studies were developed based on observations of student teachers and interviews with them and their cooperating teachers. A knowledgeable and supportive cooperating teacher was the most important factor in promoting the effective use of technology by the student teachers, and conversely, a neutral or negative attitude on the part of the cooperating teacher had a pronounced negative effect on the student teachers’ use of technology. Both cooperating and student teachers were more inclined to use technology in advanced classes than in basic classes. This article summarizes and discusses these and other results of the study.

When higher education adopted total quality management in the 1980s, changes were made primarily in business and service departments. Some curricula were revised, and a few instructors made changes in what they did in their classrooms, but most continued to teach the way they had always taught. This research is specifically concerned with the applicability of TQM to teaching, as opposed to academic or research program structure and administration. The authors first consider how an instructor can improve the quality of instruction in an individual course, and then they explore the more difficult question of how an academic organization (a university, college, or academic department) can improve the quality of its instructional program. In both cases, the potential contribution of quality management principles to teaching improvement programs is examined, in light of the cultural differences between industry and the university.

Focuses on teaching listening skills in the classroom. Ineffective listening; Percentage of knowledge that is acquired through listening; Occasions for teaching listening skills; Keys to meaninful listening instruction; More.

The authors describe a nontraditional approach to microteaching intended to help prepare students for successful early field experiences. A theoretical basis for the approach is outlined and its use in two different courses is described. Guidelines are provided for identifying and communicating goals, structuring peer feedback and self-evaluation, and getting the most out of instructor-student conferences.

Relates the story of the book `A River Ran Wild,' by Lynne Cherry which is about the changes that took place along the Nashua River when the settlers arrived. INSET: When a river floods..

An excerpt from the article "The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development" in the April 2010 issue of "Journal of Engineering Education."