Suggests that individual differences in visual imagery and failure to realize their existence may have affected theories of thought throughout history. Offers possible explanations for the failure to validate thinking style differences in educationally significant ways. Argues that increased understanding of mental imagery can improve teaching.…

Reports results of Dutch study of presuppositions about teachers' diagnostic skills in determining school readiness. Lists a sequence of 5 different levels of functions and behaviors of 13 cognitive functions used in the study. Concludes that teachers accurately judged the cognitive levels of children who were shown less school ready by an…

Argues for an approach to undergraduate instruction that incorporates recent research concerning schema theory (the continual cognitive restructuring and processing of information). Recommends beginning with fundamental skills and building on these to include more complex concepts and processes. Includes an illustrative example beginning with…

Explores teachers' beliefs and theories about students' thinking by examining the teachers' instructional goals, views on the depth versus breadth of content coverage issue, and conceptions of students' thinking. Finds important differences between teachers who were effective at promoting thoughtful classroom discourse and those who were not.…

Maintains that much of the high school curriculum, particularly in social studies, contains innumerable facts that have no use except to pass school tests. Reviews research on effective instruction as applied to social studies. Includes 17 characteristics of highly engaging social studies teaching and learning. (ACM)

Describes the structure and philosophy of the National History Curriculum in England, which went into effect in September 1991. Argues that its mechanistic approach and assessment program has little to do with realities of the classroom or students' historical understanding. Presents an alternative method for assessing students' historical…

To aid school districts in examining what Montana citizens expect of public school graduates, a task force composed of representatives from public, private, professional, and citizens' organizations concentrated its efforts in three main areas: college entrance, vocational education, and world of work. The committee considered commentary from…

Contends that, in the last decade, there has been increased respect for teachers' practical theories about teaching and learning. Discusses preservice art teacher education and aspects of reflective teaching. Describes the use of student journals in an art methods course and presents quotes from the journals. (CFR)

Asserts that educators hold particular views about the nature of learning and its relationship to student assessment. Argues that educational objectives of education for meaning and life-long learning are unlikely to be achieved unless student assessment reflects the same theoretical principles. (CFR)

Elementary school teacher candidates typically enter their professional training with deficiencies in their conceptual understanding of the topics of elementary school mathematics and with a reliance upon procedural (algorithmic) approaches to the solutions of mathematical problems. If elementary school teacher candidates are expected to teach…