This study aims to underline the importance of school-based social-emotional learning (SEL) by exploring the relationship between self-regulated learning (SRL) strategies and science achievement with a moderator of students' emotional skills. In previous studies, SEL scholars have paid attention to explaining the complicated relationships among…

This study assessed children's graphic flexibility and their ability to report on their use of drawing strategies when drawing characterized figures. 253 children (129 boys, 124 girls) aged between 4 years 3 months and 11 year 10 months formed three groups, either drawing a man, a dog or a tree. Each group was asked to draw three emotionally…

This article reports on how elementary school teachers teach strategies to help pupils learn and remember. Tips for using the research findings in the classroom are offered. (MT)

A program designed to teach cognitive strategies through logical problem-solving and developed for elementary learning disabled students is presented. For each problem set, the instructional procedure involves a discovery activity, discussion, conclusion, follow-up activities, and integration. Five samples of the program's problem sets (e.g.,…

Two studies involving learning disabled elementary students examined two procedures shown to facilitate concept acquisition among normal children: selection and sequence of positive and negative examples and analytic assistance during concept learning. Examples did not facilitate concept acquisition, and exposure to a simple strategy actually…

Describes a study of students in grades three, four, and five that tried an educational application derived from the social constructivism view based on theories of Vygotsky and Piaget to improve cognitive development in a heterogeneous class. Path analysis showed that complex learning techniques are related to cognitive development. (Author/LRW)

The factors underlying memory performance in learning are shown to be affected by strategic processing and by automatic processing. Strategic processing is under the conscious control and effort of the learner while automatic processing is dependent on the strength of associations between new concepts and known concepts in a given domain.…

Among ways suggested for teaching problem solving strategies are to select problem situations appropriate to the learner and to encourage learning from errors. A problem solving process which can be used with young children includes the components of formulation; interpretation; generation; decision making; implementation; evaluation; and…

This study investigated the independent strategy development of 7- to 12-year-old children from the suburbs of Brisbane, Australia in solving a series of novel, two- and three-dimensional combinatorial problems. For each of the problem types, a sequence of five, increasingly complex, strategies was identified from the children's actions and…

Opportunities for the enhancement of total development must be available to children once they enter the educational system. The physical education program of the total school curriculum should provide these opportunities. Striving for the total development of children through physical activity is explained in the model for "thinking and feeling…

Examines children's comprehension and learning of expository texts on micro-, local-, and global-level processing skills. Finds a gradual increase in higher level processing skills with age. Notes that critical developmental patterns from nine-year olds onward took place in local- and global-level processing. Finds that developmental patterns were…

External memory strategies were investigated in 45 children (age 11) with mild mental retardation and children (ages 7 and 11) without mental retardation. In contrast to expected deficiencies in the use of strategies, results showed areas of overlap in strategy capabilities among the groups. (Author/DB)

Describes an exploratory teaching experiment carried out to test the hypothesis that it is feasible to develop a disposition toward more realistic mathematical modeling in pupils. The learning and transfer effects of an experimental class of 10- and 11-year-old students that were compared to the results of two control groups support this…

Using Vygotsky's concept of mediated development, a study was designed to determine the effectiveness of what teachers say during instruction in reading skills. Twenty-two teachers were observed five times and their students interviewed to discover student awareness of the use of strategies in reading. Results are explored. (Author/MT)

Examined study time and recall on the part of learning-disabled and nondisabled children of five ages. Children performed a task requiring recall of digits that were presented at the child's own rate. Recall and study time increased with age and were higher in nondisabled children. (SH)