The profile of students entering higher education is ever-changing, deeming it critical to understand the impact on institutions and teaching methods that foster student learning across perspectives. This article will highlight the need for advancing first-year student curriculum through teaching socially just seminars. Specifically, the article…

To understand expertise and expertise development, interactions between knowledge, cognitive processing and task characteristics must be examined in people at different levels of training, experience, and performance. Interviewing is widely used in the initial exploration of domain expertise. Work and cognitive task analysis chart the knowledge,…

Handicapped children's responses to toys vary as a function of sensory and response limitations, cognitive delays, and the quality of experiences provided. Each developmental difficulty generates special developmental needs that must be recognized and considered. The article focuses on criteria for selecting, adapting, and using toys for each…

Literature on metacognition, particularly studies by A. L. Brown and J. H. Flavell, are reviewed, and it is argued that a learning disabled adolescent may become a more active learner by being taught a system of strategies for learning. Comprehension skills, motivation, and metacognitive skills are interdependent. (Author/CL)

The article addresses obstructions to problem solving (such as an overemphasis on learning facts) and suggests six steps to overcome those obstacles: (1) recognizing that the problem exists, (2) understanding the problem, (3) analyzing the problem, (4) considering alternative solutions, (5) choosing the best solution, and (6) evaluating the…

The article demonstrates how professional and theoretical perspectives (including psycholinguistics, behaviorist, and information processing perspectives) significantly influence the manner in which central auditory processing is viewed, assessed, and remediated. (Author/CL)

Describes mnemonic devices which can be taught to second-language students to improve their learning including mnemonic reduction, visual word pictures, elaboration, and the keyword method. (BK)

Considered are implications for learning disabled students of the simultaneous, successive, and planning (SSP) model, a model of information integration that emphasizes processes rather than ability. Remedial training guidelines are offered, including assessment of learning potential and determination of the nature of the weakness and its…

Modern principles of color applied to schools will greatly improve the scholastic performance of students. (Author/MLF)

Discusses why experts from different areas of the learning sciences conclude that higher education's primary goals--enhancing long-term retention and the transfer of knowledge--depend on educators applying tested principles drawn from what is now known about human learning. Describes some of these principles. (EV)

Outlines the importance of questioning skills for teaching and discusses the topic in relation to the four basic ways of classifying questions: sophistication, cognitive hierarchy, direction (convergent or divergent), and personal or subjective. Includes four tables. (MD)

The writers offer a list of questions every new principal should ask about the school building. Knowing the answers will help to ensure that the building is maintained properly. (Author/MD)

This article focuses on the types of techniques that trainers could use to manage the learning process more effectively. The author states that a good training program should ideally combine the traditional lecture method with cases, role-plays, films, games, and exercises. This shifts the responsibility for learning from the teacher to the…

Uses R. Gagne and L. Briggs's nine Events of Instruction to discuss where video fits into the teaching and learning process, what educators can legitimately expect of video as an instructional tool, and where principles to guide the development of effective instructional videos can be found. (SR)

Considers three serious problems associated with learning styles: confusion in definitions, weaknesses in reliability and validity, and the identification of relevant characteristics in instructional settings, or aptitude-treatment interactions. Discusses four basic groups of learning styles that developmental educators should be aware of.…