In this paper, the author shares his thoughts regarding the future role of popular music in music education at a moment when there seems to be greater receptiveness to this idea than ever before. What is the reason for this increased receptiveness? It may be that music educators have sensed that a new playing field has evolved. There is now some…

Alexander, Schallert, and Reynolds's (2009/this issue) "what," "where," "who," and "when" framework situates different perspectives on learning in different places in this multidimensional space and by doing so helps us to better understand seemingly disparate approaches to learning. The framework is in need of a fifth, "why" dimension. The "why"…

Defines action learning as it has been set forth by Revans. Argues against several points of action learning theory, including (1) the nature of group process, (2) the role of outsiders, (3) the inability to teach spontaneous questioning, and (4) the learning process. (CH)

College instructors should focus their teaching not only on content but also on how to learn content in the context of particular courses. Students need practice with a variety of learning strategies before they can understand why particular ones are most effective or be helped to improve their efficiency in using them. (Author/MSE)

Examines theoretical underpinnings of metacognition and defines it operationally. Reviews related research findings. Proposes practical implications for classroom teachers who are interested in metacognitive instruction. (RS)

The paper presents a research-based case for mnemonic instruction with mildly disabled students, and recommends learning tasks, designs, and implementation formats. Evolution of the research, from theory-driven laboratory research to long-term classroom applications, is described. Recommendations are offered for further research. (Author/JDD)

Discusses flaws in research about second-language learning strategies, including the restricted scope of strategies envisaged in the studies, the lack of theory-relatedness, the research methodology used, and the cultural universality/specificity of learning strategies. (CB)

The article presents a model of learning based on the four learning stages of (1) acquisition, (2) proficiency, (3) maintenance, and (4) generalization. The importance of directing instruction at the appropriate learning stage is stressed and examples are given. (DB)

The article addresses what is regarded as unjustifiably pessimistic characterizations of memory strategy instructional research, and argues that solid laboratory research on strategy use is needed though much memory instructional research with direct classroom applications to learning-disabled students has been completed. (Author/DB)

Describes the experiences of one recipient of a teacher researcher grant from the National Council of Teachers of English as her research began to inform her teaching and her teaching influenced her research. (SRT)

This paper offers an argument for the return to a consideration of the basic issues in mathematics education research in order to better understand the mechanisms of mathematics learning. A return to these basic issues can also shed light on the difficulties students encounter in learning mathematics. In organizing the argument, three kinds of…

The instructional theory presented in this document provides an explanation and context for making instructional decisions. The theory's purpose is to facilitate continual inquiry in the real world of teaching; to facilitate the decision making role of teachers and researchers; and to enable teachers and scholars more clearly to describe and…

Describes generic problem-solving model constructed by D. Koberg and J. Bagnall that can be used by writing center tutors and that progresses as follows: (1) accept situation, (2) analyze, (3) define, (4) ideate, (5) select, (6) implement, (7) evaluate. Provides tutors with coherent framework and with way of breaking larger framework down into…

This article reviews research on the spacing effect (SE): the tendency, given an amount of study time, for spaced presentations of a unit of information to yield much better learning than massed presentations. SE's current status in the classroom and its implications for teacher education are discussed. (IAH)

Discusses the lack of theoretical principles underpinning experiential education. Outlines a flow model of experiential learning applicable to adventure education, involving the learner, reality context, new and applied skills, responsibility, and critical reflection. Suggests that even small increases in theoretical understanding will help…