Addresses relationships between a student's learning orchestration and learning outcome as a function of prior understanding in first year university biology courses. Employs a cluster analysis of (n=272) Australian students revealing three different forms of learning orchestration: understanding, reproducing, and disintegrating. (Contains 44…

Presents data from 10 years of teaching using Peer Instruction (PI) in calculus- and algebra-based introductory physics courses for non-majors. Results indicate increased mastery of both conceptual reasoning and quantitative problem solving upon implementing PI. Discusses ways to improve the implementation of PI. (Contains 34 references.)…

In this reflective narrative, the author ponders the abstract nature of knowledge and knowing. The peeling of an onion while she sits in her father's garden recounting her funds of knowledge serves as an ontological and epistemological metaphor for her learning. (TD)

Provides assessment-driven, six-stage professional development model that links adult-learning goals with student-learning outcomes. (PKP)

Recognizes how difficult it is for secondary and post-secondary students to make connections between physics and everyday phenomena, rationalize the use of a particular formula for a given problem, and go beyond algebraic substitutions to really make sense of physics in a meaningful way. Provides a rationale for physicists to become involved in…

As well-intentioned reformers turn up the volume on their calls for assessment-based accountability in higher education, warns policymakers and academicians that going forward without clearly defining what they want to measure may result in assessing the wrong things. Describes a framework to guide policy on assessing student learning. (EV)

Studied conceptions of play and learning of 15 Swedish children of 5-6 years. Children were studied in both free play and structured learning situations. Discusses differences in conceptions of play and learning that were formed in the two environments. Conceptions developed in free play were richer than those developed in structured situations.…

Reviews recent research on retention that is demonstrated without conscious recollection, such as the ability to tie shoelaces or drive a car. Suggests that future research in this field may have implications for such educational issues as the transfer of training and the carryover of abstract classroom learning to problems in other contexts. (EVL)

Examined is what radical constructivism in connection with Intuitionism might mean to mathematics instruction. Implications for mathematics education, especially the potential consequences for the teaching of mathematics of a relativist view of mathematical knowledge, are suggested. (YP)

Argues that the question of whether information representation and processing are domain-general or domain-specific is neither meaningful nor answerable. Researchers should be asking questions about ways in which representation and processing are domain-general and ways in which they are domain-specific. (RH)

School administrators' decisions to examine available research depends on a problem's magnitude, the match between problem and solution, and evaluation considerations. Likely sources of good educational practices are research syntheses, current implementation research, and student learning research from developers or publishers. Administrators…

Studied whether the goal orientations of college students affect achievement, strategy use, and metacognition with 448 undergraduates. Results supported the view that a strong learning orientation facilitates the development of cognitive skills for academic achievement independent of one's performance orientation. (SLD)

A multidimensional model is presented for measuring learning and change based on item response theory. The model specifies a Wiener simplex pattern for involvement of initial ability and one or more modifiabilities in response potential for successive measurement occasions. Properties of the model are explored for several classical issues. (SLD)

Because models with dual-route architecture can explain six identified basic facts about reading, the authors suggest that this remains the workable architecture for any tenable model of reading and learning to read. The dual-route cascaded model, a computational version of the dual-route model, is described. (SLD)

Summarizes and reflects upon eight articles that focused on educational leadership training, highlighting commonalities and differences in emphasis, and laying a cornerstone for conceptual generalities and improvement of practice. (SM)