Summarizes research findings on relationships among modality strengths, learning, and personal characteristics. (Author/MLF)

Research on adult learning suggests that direct and concrete experiences where the learner applies what is being learned are an essential ingredient for in-service education. Abstract, word-oriented talk sessions are not adequate to change behaviors. (Author/MLF)

By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and…

Research shows that from the beginning students should be taught through their perceptual strengths; students can identify their preferences accurately; and younger children learn better through visual experiences than auditory experiences, and best through tactile-kinesthetic experiences. (Author)

A number of studies conducted during the last decade have found that students' achievement increases when teaching methods match their learning styles--biological and developmental characteristics that affect how they learn. Correlational studies and experimental research studies are reviewed on instructional environments, perceptual preferences,…

Defends the claims made in an earlier publication by the authors that inservice programs should be more experiential because the cognitive development of adults is less uniformly advanced than previously supposed and because experiential learning is more effective. Cites additional supportive research. (PGD)

New understandings of the human brain can be used to make quantum jumps in achieved learning. Sweeping changes need to be made in school organization, learning concepts, settings, and techniques. (Author/MLF)

Summarizes research exploring six solutions to the "2 sigma problem" of devising teaching-learning conditions that will enable the majority of students under group instruction to achieve at levels now possible only when students are tutored. Recommendations include using mastery learning, improving the home environment, and emphasizing higher…

Medical research during the last 20 years, especially that attempting to help patients with diseased or damaged brains, has produced new findings on hemispheric differences, memory, and language production. Four authorities comment briefly on the implications of this research for education. (Author/MLF)

Twenty true-false statements are discussed as a way of presenting the scientific knowledge base on which school programs for developing literacy can be built. (Author/MLF)

This literature review concludes that, although time spent is not so consistently related to achievement as it may seem, studies of time use in schools provide important information that can serve as a base for school improvement. (MJL)

Research on study techniques indicates that any study technique can help if it enables students to process the right information in the right way. Students often have to be carefully trained to use a technique to advantage. Guidelines are provided. (Author/MLF)

In his new book, Reuven Feuerstein explains the program he has developed to improve human ability to learn and to solve problems. (Author/MLF)

This article is adapted from the author's book "The Brain: The Last Frontier," and discusses recent research on the brain that establishes that the brains of boys and girls develop differently and that this affects their learning. (Author/MLF)

Researchers agree that grading and reporting are not essential to instruction; there is no best grading system; grading is inherently subjective; and grades have some value as rewards, but none as punishments. Types of learning criteria and practical grading guidelines are outlined, along with a brief history of grading practices since the late…