Adam Wright, Michael A. Gottfried, and Vi-Nhuan Le demonstrate empirically that minority teachers have a positive impact on the "social-emotional development" of American minority kindergarten children. Their analyses of 2010-2011 data from the Early Childhood Longitudinal Study focus on measurable effects in four social and affective…

Offers a brief overview of the field of individual differences in language learning, especially as they are reflected in learning styles, learning strategies, and affective variables. Touches on areas for further research. (Author/VWL)

This paper focuses on the benefits and utilisation of humour in digital game-based learning. Through the activity theory framework, we emphasise the role of humour as a mediating tool which helps resolve contradictions within the activity system from conjoining educational objectives within the computer game. We then discuss the role of humour…

Reviews Faerch and Kasper's model (1983) of communication strategies and demonstrates that it is too rigid to have a sound psychological foundation. The article argues for more emphasis on studying learners' strategies from a discourse analyst's perspective and touches on the interrelation between language, culture, and personality in verbal…

Argues that by addressing social and emotional learning within the classroom, college faculty can foster the scholarly as well as interpersonal growth of students. Suggests that sensitivities and learning within the affective domain are strongly linked to the efficacy of a successful collegiate experience. (Contains 20 references.) (NB)

This paper attempts to connect theories of learning and theories of instruction, which often originate independently from each other, into a unified theory which gives a central place to students' self-regulation and which is based on recent research on student learning. The first of four parts analyzes the cognitive, affective, and metacognitive…

Science teachers need to stress several kinds of objectives in teaching and learning. One kind, cognitive, receives major emphasis by teachers. In addition to vital facts and concepts, pupils should also acquire major generalizations. And, in addition to facts, concepts, and generalizations, pupils also need to be able to think critically.…