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…

Connections between music and mathematics have been of interest to scholars as far back as the time of Pythagoras. In Aotearoa-New Zealand, the use of songs and chants as aids for memorising information such as number patterns and names of geometrical shapes is common practice in early childhood centres and primary classrooms. While such practices…

There is mounting research evidence that contests the metaphysical perspective of knowing as mental process detached from the physical world. Yet education, especially in its teaching and learning practices, continues to treat knowledge as something that is necessarily and solely expressed in ideal verbal form. This study is part of a funded…

This study addresses the question of why spellings determined by morphology are relatively hard to acquire by presenting a latent class model of children's acquisition of a doublet of consonants in the spelling of Dutch verbs. This spelling pattern can be determined either by a phonological rule (after a short vowel, a doublet is spelled) or a…

A comprehensive thinking skills scope and sequence plan provides three types of information. It identifies the thinking skills and strategies to be learned throughout the curriculum, locates them in the subject areas where they are to be taught, and arranges them in the proper sequence. This article describes basic principles and guidelines for…

Investigates students' use of imagery in their mathematical activities. Findings indicate that image forming is crucial in doing mathematics. A student who fails to construct an image in a problem-solving situation is severely limited in giving meaning to the situation. Contains 21 references. (JRH)

Two guiding principles for classroom management and instruction that emerge out of current knowledge about attention mechanisms and processes are that teachers should adapt their instruction to their students' stable attention mechanisms and that teachers should use imaginative teaching and management strategies to help students enhance their…

Investigates whether the reasons for deaf children's poor achievement lie in their strategy development. Reports that structural aspects of sign language counting may influence deaf children's thinking in a way that does not lead to a developed conceptual knowledge base, but rather to refined procedural competence. (Contains 31 references.)…

Ten normal and ten learning disabled children were asked to provide strategies for hypothetical memory tasks and to evaluate those strategies subsequent to learning of the hypothetical outcomes. The groups did not differ in strategies selected but did differ in how they evaluated the effectiveness of the strategies used. (Author/DB)

Formulates a framework for characterizing elementary children's (n=20) statistical thinking based on a review of research and a cognitive development model, and refines it through a validation process. Proposes four thinking levels which represent a continuum from idiosyncratic to analytic reasoning. Results confirm the four levels of children's…

Describes a teaching method adopted at Farmers Branch Elementary in Dallas, Texas, called webbing technique. This technique involves relating available information about a teaching topic in a pictorial display. (CH)

Reports on programs and activities designed to teach thinking skills either as a separate school subject or as a strand in a content area. (FL)

This study investigated taxonomic clustering and use of frequency associations as features in the semantic memory of children (n=30 in grades two and six) with learning disabilities (LD). Results suggested that, when individual child-generated word lists (i.e., meaningful) are used, children with LD may not be impaired in their ability to utilize…

Describes the success, the methods (mental, informal written, standard algorithm) and the strategies of informal written arithmetic to be observed when 300 elementary students worked on six addition and six subtraction problems with three-digit numbers. (Author/MM)

Assesses two aspects of the validity of verbal reports in children's subtraction: reactivity and veridicality. Results reveal that students were able to able to provide veridical strategy reports, and that the instruction to verbally report had few effects on task performance. Informal findings indicate that students had less difficulty reporting…