Describes three classes of variables which should be considered when one is designing instructional materials, doing research on instruction, or developing better methods of instruction, and proposes a classification scheme which is summarized in the last of the 13 figures that illustrate the article. A blbliography is included. (Author/RAO)

Discusses the work of T. S. Kuhn and Sir Karl Popper. Current views on the nature of science and some current ideology of scientific education are also analyzed with regard to the views of science due to Kuhn and Popper. (HM)

Describes how Dartmouth College has integrated computers into the total curriculum of that institution with implications for individualized instruction. (CS)

Educational leadership entails developing teacher behaviors that support student learning. This article outlines ways of achieving this goal through positive reinforcement. (Author/WD)

This paper discusses some of the factors which have to be considered in constructing an adequate description of the understanding of mathematics. It examines three models of understanding which have appeared during the last three years. (Author/MK)

Concern about certain of the difficulties encountered by undergraduate students in learning mathematics is discussed. Three attitudes of present-day undergraduates which contribute significantly to the difficulties encountered by students are examined. (Author/MK)

This study of 61 Ugandan primary schools examined both pupil characteristics (socioeconomic status, ability, health) and school characteristics (textbook availability, teacher language ability, school physical facilities) to determine which school resources account for the impact of schools on learning. (Author/SJL)

One hundred thirty-five studies of the facilitative effect of advance organizers on learning and retention were examined. Grade level, subject area studied, organizer presentation mode, and subject ability level were examined in relation to advance organizer effect. Advance organizers were shown to have a small facilitative effect. (Author/GDC)

The author presents intelligence and learning as theoretically and empirically separate concepts. Examining Spearman's "g" factor and the evolution, phylogeny and psychometrics of intelligence, he concludes that "g" is of dominant importance in scholastic learning. He notes some implications for equal educational opportunity.…

The classroom as a context affecting memory was investigated using a multiple time-series design. Two undergraduate classes were given quizzes in their regular classroom over a baseline period, were moved to a different room, and finally were returned to their classroom. Moving had a significant deleterious effect. (Author/RD)

A defense of testing is given. The author examines opposition to and criticism of testing, and discusses teaching to the test, effects on curricula, and test bias. (MK)

The relationship between first grade students' understanding of written mathematical symbolization and readiness to learn was investigated. Results suggest students' readiness influences meaningful learning of the written symbolization of addition and subtraction. (MP)

The validity of a study reporting evidence that thinking strategies facilitate the learning of basic facts is questioned. The written report is criticized as suffering from lack of clarity. (MP)

A critique of a research article is answered, specific criticisms addressed, and the integrity of the article affirmed. (MP)

Reports a psychiatrist's analysis of Einstein's personal account of how he developed the theory of relativity. The psychiatrist cites Janusian thinking, actively conceiving two or more opposite concepts simultaneously, as a characteristic of much creative thought in general. (MA)