While formal research into the effect various technologies have on vocabulary acquisition is still in its infancy, it is clear that--intentionally or incidentally--students have used various electronic media to learn new words for some time now. Moreover, although it is still far from clear exactly how one acquires vocabulary in a second language…

When learning is described as intentional action which is operative in both formal and informal education settings, the problem of relating ordinary understandings to academic understandings of learning disappears. Experiential learning then becomes the real business of education, not a fad. (MT)

States that instruction in the techniques of reasoning can be valuable in developing an understanding of subject matter, even if the reasoning involved is not peculiar to that subject or field. Illustrates how both analytic and nonanalytic forms of reasoning may be used by students of different ages to explore the subject matter of diverse fields.…

Reviews learning strategies articles appearing in the same "Educational Leadership" issue. Most authors do not argue for teaching learning strategies apart from regular course content and present techniques (summary writing, elaboration, and graphic representation) that can be used in many different applications. In contrast, the Hunter model is…

This article introduces a special section on the whole-language approach. The five articles discuss whole language's roots, whole language in the classroom, two schools that have embraced whole language, and whole-language resources. (SM)

This paper presents a fictitious debate among a group of science educators regarding the characteristics of an effective science curriculum. The debate explores the controversy between those science educators who have supported a basics approach to science teaching and the problem-solving approach advocated by educators behind reform efforts such…

Responds to Robert Slavin's criticism of the Hunter model by listing recent research projects validating this teaching strategy. Defends the Hunter model as an effort to change teaching decisions based on tradition and folklore to theory based on judgments and wisdom. (MLH)

"The School Administrator" interviewed three experts concerning the status of the critical thinking movement. Robert Schwartz advocates student learning in a problem-solving context. E.D. Hirsch sees no conflict between critical thinking and cultural literacy concepts. Matthew Lipman promotes critical thinking by encouraging children to…

As codirector of Harvard University's Project Zero, David Perkins has conducted long-term research programs on creativity, problem solving and reasoning, and learning in the arts, sciences, and everyday life. He explains a new program designed to help teachers connect thinking strategies with subject matter, so that students can better manage…

Examines children's need to develop the following reading skills for application to the area of science: reading formulas, technical science vocabulary, following directions in a lab manual, interpreting diagrams and drawings, and organizing facts into a hypothesis. (JK)

Notes that early research on using computers for teaching reading was restricted by the current theories on how reading is learned but that recent developments reveal exciting possibilities for using computers in reading. (FL)

The introductory article to the special issue on facilitating cognitive development considers individual and social roles in cognitive development, the role of the human mediator, development as an increasingly self regulated process, and types of programs which provide instruction in cognitive strategies. (DB)

Are certain basic (manipulating and other) skills still necessary in math teaching? This paper provides examples to demonstrate that modern computers and hand-held technologies can be used to encourage students of all levels to practice those skills. The examples have proven to be successful in classrooms, and there are many other possibilities to…

Uses the Socratic method as a point of departure and suggests steps that teachers can take to teach students how to formulate their own questions for better comprehension ability. (JK)

This paper presents a cognitive theoretical framework for the learning of mathematics which has generic implications for other disciplines. The framework has been developed using a combination of established theories about learning and the authors' research into the understanding of some specific types of learning. It is based on the integration…