Argues that, during writing instruction, students must be given the opportunity to go public with their composing processes. Discusses the theoretical structure of Robert Zoellner's pedagogy, and recommends its use for teaching the writing process. (PRA)

Examines Robert Zoellner's talk-write pedagogy in the context of what composition researchers and theorists are saying, with the aim of showing the cogency of Zoellner's ideas. Examines his application of the tenets of behavioral science as the basis for his talk-write pedagogy. Discusses modeling and the question-and-answer of the pedagogy. (PRA)

Dynamical systems theory can increase our understanding of the constantly evolving learning process. Current research using experimental and interpretive paradigms focuses on describing the attractors and constraints stabilizing the educational process. Dynamical systems theory focuses attention on critical junctures in the learning process as…

Discusses collaborative learning and group work. Asserts that teachers often put pressure on a group so that students cannot communicate freely. Suggests changing evaluative markers from good and bad to most outrageous, most thought provoking, and most humorous, so that students' creative energy can flow. Includes transcripts of student…

Asserts that learning to write and teaching writing are acts of socialization. Argues that African-American students must aspire to the dominant culture in academia, as well as remain true to their own home culture. Offers strategies for students to employ in the process of exploring the context(s) of culture(s) which govern their language use.…

The articles of this issue argue that taking culture into consideration in research on learning can enhance understanding of a variety of phenomena related to learning. Discussion reinforces this position and further considers learning processes that are or are not determined by culture. (SLD)

Focuses on the writing aspect of the language arts curriculum. Introduces six-year-old Jameel, who illustrates a critical appraisal of an enacted curriculum. Rethinks the appropriateness of tensions between "process,""skills," and "heritage." Discusses the open, reflective stance of Jameel's teacher, who illustrates…

Compares children's learning from structurally equivalent television and print versions of two stories. Finds that children invested more mental effort in reading than watching television, but the reverse was found using reaction time as a measure; inferential learning does not go better with print at all times; and television and print are not…

Describes a classroom activity featuring a simple stay-switch probability game. Contends that the exercise helps students see the importance of empirically validating beliefs. Includes full instructions for conducting and discussing the exercise. (CFR)

Educating for understanding means that students have a sufficient grasp of concepts, skills, or principles to bring them to bear on new situations. Researchers at Harvard University's Project Zero are figuring out what to teach, how to teach it, and how to assess what students have learned using the approach of teaching for understanding. (MLF)

American education is stuck on well-intentioned, deeply traditional, but flawed ideas about teaching and learning. Failure to acknowledge a school's synergistic quality either paralyzes faculty or smothers changes already introduced. Pretending that serious restructuring can be done without honest confrontation is a cruel illusion. (MLH)

Forty young adults with mental retardation (MR) were compared to 40 young adults without mental retardation in tests examining postpractice interference effects in naming colors of Stroop words. The study concluded that practice developed automatized reading suppression responses which held greater cognitive inertia for longer periods among MR…

Analyzes cooperative education for its applicability to components of the learning process (external conditions, internal conditions, and learning outcomes) and relevance to learning principles. Finds that co-op enhances learning and supports traditional educational values. (SK)

Wittgenstein's "Philosophical Investigations" does not simply tell about instruction, it shows instruction in action. However, the instruction is indirect, or latent, and often uses stories. This method of teaching places substantial responsibility on the student and creates an equality between teacher and student. (MSE)

Examines some of the recent developments in cognitive theory and explores their implications for instructional design. Topics discussed include a shift from emphasis on behavioral theory to cognitive theory; task analysis; instructional objectives; learner characteristics; instructional strategies; metacognition; and the dynamic nature of…