This article discusses ways to improve mathematics performance of students with learning disabilities through cognitive strategies instruction. Principles of a strategic classroom environment are explained, such as involving students in goalsetting and providing advance organizers. Three specific strategies for math instruction are described:…

Discusses the use of cognitive strategy instruction to improve students' performance in mathematics. The theoretical and research base for strategy instruction is reviewed, and developmental characteristics of students who have difficulties in mathematics are examined. A practical example of cognitive strategy instruction illustrates assessment…

Although central office supervisors are emerging as critical linchpins of school improvement efforts, research is quite limited in this area. This study differs from previous efforts by focusing on the administrator's real world and identifying the subjective role conceptions and statements shared by four outstanding central office supervisors. It…

Discusses the importance of instruction in metacognition, the mental process of observing, evaluating, and making adjustments in one's own thinking behavior to enhance comprehension during a learning activity. Reviews educational programs which have taught metacognitive behaviors and charts a model instructional approach for use in the college…

This paper reviewed literature on cognition to help art teachers understand what they can learn from the huge body of literature that has been generated by cognitive psychologists. It is argued that, in this information society, teaching memorization skills is not enough; students must learn problem-solving skills. A long list of specific thinking…

Stresses the importance of metacognitive skills (knowledge of one's own cognitive processes) in mathematical performance. Discusses the differences between metacognitive thinking and metacognitive experiences and the ways they each influence performance. Describes how accurate metacognition improves students' mathematical performance, and outlines…

Reports on an exploratory study of a metacognitive approach to teaching low achieving secondary students. Asserts that the research team hoped to examine a process whereby a dialog about learning processes would develop. Finds that all students indicated that they were able to focus on learning as a topic of conversation. (CFR)

Intended for teachers of grades 7-16, this book discusses "heuristic" writing--writing that produces new, irreversible knowledge for the writer leading to a fuller understanding of the self and of the act of writing--as well as principles and practices having direct implications for a wide range of students. Chapter 1 examines the…