Relationships between cheating and distracting study conditions are studied in light of the premise that if an individual is frustrated in his attempts to learn he will be more likely to cheat. (MM)

The critique of Thomas Green's thought explores logical relationships between the concepts of teaching and learning in terms of the ideas of task achievement. (GW)

A factorial design was used with two anxiety groups (high and low), three reinforcement conditions (praise, reproof, and praise plus reproof), and three levels of intelligence (high, middle, low). Subjects were 252 students (mean age, 14.7 years). (Author/JH)

This document provides examples of practice to improve planning at a school or departmental level in widening participation (including disability) and learning and teaching. It is not prescriptive, but identifies common principles that institutions funded by the Higher Education Funding Council for England can adapt to their own circumstances to…

In preparation for a conference on learning and individual differences, the invited authors prepared chapters, which were distributed in draft form. Presentations were followed by discussions, which were recorded, and then edited for this volume, so that the discussion transcript follows each paper. The chapters in part 1, General Background and…

This report describes the message of current publications in mathematics education. Eight documents were selected to be reviewed which provides a starting point for readers. Papers include: (1) "Principles and Standards for School Mathematics"; (2) "Adding It Up: Helping Children Learn Mathematics"; (3) "How People Learn: Brain, Mind, Experience,…

Three experiments were conducted to investigate two key assumptions of the conjoint retention (CR) hypothesis. The primary intent was to determine whether the structural information conveyed by maps or the mimeticism of map icons was critical in facilitating the recall of text. A secondary goal was to explore the involvement of the visuospatial…

This study tested a learning productivity model for undergraduates at four-year colleges and universities using hierarchical linear modeling. Student level data were from 44,328 full-time enrolled undergraduates from 120 four-year colleges and universities who completed the College Student Experiences Questionnaire between 1990 and 1997.…

International students' perceptions of and preferences for the teaching-learning process in a U.S. university was assessed. Nine participants representing three regions of the world (Asia, Africa, and Latin America) were interviewed individually and asked to reflect on their teaching-learning experiences in Ph.D. courses. They were also asked to…

This book explores creativity in the context of education, focusing on what creativity is, how it works, and how it can be fostered. The book sets forth general principles for encouraging creativity in schools, higher education, and the family. The chapters are: (1) "Creativity: Basic Concepts"; (2) "The Role of Thinking in Creativity"; (3)…

An understanding of limits is valuable for learning advanced mathematics. Fundamental to almost all branches of mathematics, studying and applying limits enable students to pursue meanings instead of calculations to many different applications. The idea of nearness to a point instead of exactness is different for many students. Using spreadsheets…

Papers from two conferences explore efforts to meet rising expectations for higher education through fair and honest assessment. The papers from the 2000 conference are: (1) "A Conversation with Jorge Klor de Alva" (interviewed by Gail Mellow); (2) "Promoting Deep Learning through Teaching and Assessment" (Noel Entwistle); (3)…

This analysis of the structure and curriculum of U.S. higher education suggests that learning is no longer the focus of the higher education system. An education that trains for particular occupations or skills and that results in the student's identification with social and cultural authorities have become the goals of a system that want to help…

Courses, curriculum, and classrooms can be designed to affirm students in their adulthood, empowering them to draw on their experiences, interests, and self-motivation to learn. Starting at the introductory level and continuing through specialty courses and electives, critical thinking, learning contracts, self-directed learning, and sharing…

The purpose of this study was to modify and validate a new form of the Colleges and Universities Classroom Environment Inventory (CUCEI), and to then use it to compare students' actual and preferred perceptions of their classroom learning environments at the senior and tertiary levels of education. The study also examined the attitudes of 504…