Cognitive apprenticeship theory emphasizes the process of making expert thinking "visible" to students and fostering the cognitive and meta-cognitive processes required for expertise. The purpose of this review was to evaluate the use of cognitive apprenticeship theory with the primary aim of understanding how and to what extent the…

For developmental education students, rates of developmental math course completion and persistence into required college-level math courses are particularly low. This literature review examines the evidence base on one potential means for improving the course completion and learning outcomes of developmental mathematics students: reforming…

Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time communication and interaction using multiple media and modes. With an increasing institutional uptake of SAC, users require an understanding of the complex interrelations of multiple media in learning scenarios in order to support pedagogic-driven…

Responds to an article (May/June 1997 issue) in which Eugene Kelly contended that the counseling profession should integrate its theories to combine strengths of both the humanistic and technical orientations in the field. Notes the importance of previous efforts such as Robert Carkhuff's Human Technology (HT). Discusses and emphasizes the…

Research on the complexity of teaching, what teachers know, and methods of studying teachers' thought processes are discussed. Implications of research on teacher thinking lead to the view that research enables teachers to understand practice rather than to dictate it. (MT)

Presents a positive response to Sampson et al.'s article (this issue [2000]) describing a cognitive-information processing (CIP) framework useful for improving career services. Asserts that the authors strike an appropriate tone of optimism and caution that matches the article author's own experience as a practitioner and a teacher of the CIP…

This paper argues for a dialectical conception of theory that avoids the problem of trying to yoke together theories that embody conflicting epistemological and idealogical concerns in any unified way. Called a "cognitive-social epistemic," this dialectic is a theoretical construct that subsumes a family of cognitive and social theories…

Describes schema theory, then explores the machine metaphor implicit in schema-theoretic accounts of reading. (FL)

Teachers can improve their practice by listening to, reflecting on, and making sense of practice. Sensemaking strategies include: deductive thinking; inductive thinking; and transductive thinking. (CB)

Reviews a number of sub-paradigms in cognitive research on memory enhancement and explores insights that they may have for theory and practice in English language teaching. (Author/VWL)

Offers overviews of two eras of literacy research over the past 20 years that symbolize alternative perspectives on knowledge. Considers internal and external conditions, as well as the metaphors for and principles of knowledge that emerged. Explores rival epistemological stances that survived or thrived. Describes the seeds of a new…

Examines findings of scientists and educators who have studied whole brain processes as a means of learning new information and skills. Applies this research to the classroom. (SRT)

This article looks at the role of metacognition in various current theoretical conceptions of giftedness and reviews studies linking metacognition to giftedness. It is concluded that theoretical and research support exists for the importance of metacognition in giftedness but that major unresolved issues still persist and should be investigated.…

Suggests that further explication of the notion of "importance" will benefit the reading field, at both practical and theoretical levels. (ARH)

Examines the relationship among writer, context, and text (1) by exploring the notion of context-independence as it pertains to writers and texts, and (2) by placing the issue of context and composition within a wider framework of context and language use. (FL)