The 2017 refresh of Aotearoa New Zealand's early childhood education (ECE) curriculum "Te Whariki" was undertaken to better guide teachers in understanding their role in supporting children's learning and to foster alignment of teaching practices, including intentional teaching, across the ECE sector. This article draws on a small-scale…

The integrated mission of knowledge discovery, curation, application, and dissemination across nearly every field of inquiry is a uniquely American innovation. However, only a fraction of higher education institutions in the United States conduct the vast majority of academic research in this country. In fact, research expenditures in today's…

From 2005 to 2008 the international research and development project iCamp carried out a series of targeted educational interventions into existing teaching and studying practices within a cluster of European universities. These interventions were meant to establish educational experiences that would correspond with key features of international,…

Mindfulness is the volitional, metacognitively guided use of nonautomatic, usually effortful processes. The dimension of mindfulness-mindlessness plays various important roles in different kinds of learning and transfer situations. Theoretical, operational, and educational implications of mindfulness are discussed; and relevant research is…

Many education critics, teachers, and parents have lamented the recent poor achievement scores of Japanese school-age children, and have sought the reasons for the decline. Some critics, including the Minister of Education, Culture, Sports, and Science and Technology, blame the practice known as yutori-kyoiku (literally translated as…

Study examined the influence of 141 fifth graders of two sociometric variables, mutual selection of playing partners and membership in a cohesive group, on learning from classroom simulation games. Although cognitive learning evidence existed, no effects of sociometric grouping were apparent. (CMV)

The locus of control of subjects may be the confounding variable affecting the acceptance of motivational cues in intentional-incidental (INT-INC) learning studies, and thus the reason for conflicting results in "funneling effect" (leaning toward intentional learning as a function of motivation) experiments. 96 female college students selected for…

The effects of specificity and position of written instructional objectives on learning from an audiotaped lecture were investigated using materials from Rothkopf and Kaplan (1972). Subjects received either specific or general objectives before or after the four sections of the lecture. A control group received no objectives. Vocabulary items used…

A study conducted to determine whether second-year typewriting students could learn intentionally and incidentally the meanings of technical business terms through the typing of specially written paragraphs in which the terms were defined within the context demonstrated the effectiveness of this procedure. (TA)

Educational professional development is a global concern. It is often characterised by event-delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non-formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher…

A number of examples are presented to illustrate a common flaw in the published research on learning, memory, and instruction. Experimental subjects--often college students--have certain expectations about the problems they will be asked to solve and about the questions that will appear on reading comprehension or recall tests; these expectations…

Intentional learning was found to be more efficient with reward than punishment. Incidental learning results showed no reward- punishment differences. (DG)

Four separate experiments were completed using the same stimulus materials but different groups of subjects to determine if orienting tasks created problems of control in incidental/intentional learning studies. Subjects were all Caucasians and heterogeneous in age (from 24 to 64 years), educational experiences, and career choices. Those in the…

Until the rise of cognitive psychology, models of the teaching-learning process (TLP) stressed external rather than internal variables. Models remained general descriptions until control theory introduced explicit system analyses. Cybernetic models emphasize feedback and adaptivity but give little attention to creativity. Research on artificial…