This study investigated the ability of learning disabled, slow learning, and average children (N=39) to adapt learning strategies to different stimulus demands in small group learning situations. Findings demonstrated distinctly different patterns of strategy usage in each diagnostic category; all three groups were able to differentiate among…

Studies show that training students in the use of social and cognitive strategies contributes to learning; however, low-achieving students seem unable to benefit from such interventions. This intervention study addressed the following question: In secondary mathematics, what are the general and differential effects of training students in social…

This document consists of a workshop presentation on active learning in the engineering classroom. Eight sessions focus on: (1) the format and purpose of the workshop, which is designed to help instructors use active learning principles in the classroom; (2) the state of instruction in the engineering sciences; (3) the stages of knowledge and…

Illustrates the cooperative-learning approach as used in an upper-division undergraduate course on gender and family relationships. Results show that the approach enhanced student understanding and improved the quality of the classroom experience for both students and the instructor in a way that was consistent with feminist goals. (RJM)

Presents findings of a 1988 study of 104 middle school students, examining the relationship between learner style preference and instructional grouping. Identifies preference groups: learning alone, learning with peers, or no preference. Finds that students performed equally well on four social studies lessons when instructional strategy matched…