Of particular interest in the realm of curriculum theories is a new (or renewed) call for "integrated curriculum." In fact, in many educational circles, it appears to be an orthodox assumption that integrating the curriculum is what educators should be about. However, well-substantiated arguments against subject matter based curriculum…

This paper contends that the public education system in the United States has generally failed non-mainstream students because it is founded upon limited educational assumptions. The public education system relies upon linear/unit-dependent knowledge acquisition skills and rejects all data that cannot be recorded or verified as numeric quantities.…

This article asserts that young children and their teachers benefit when they learn a work style that includes successive approximations before reaching a final product. These successive attempts can be thought of as editing, and the article describes how the Reggio Emilia approach offers patterns to help children achieve this style of work. The…

Arguing that the evolution of intelligent tutoring systems better reflects the recent theoretical developments of cognitive science than traditional computer-based instruction (CBI), this paper describes a general model for an intelligent tutoring system and suggests ways to improve CBI using design principles derived from research in cognitive…

This paper explores the possibility of integrating cognitive theory into an established instructional development model, i.e., Gagne's nine events of instruction. Based on the third edition of Gagne's book, this paper describes the most up-to-date notions of how cognitive theory impacts on this development framework. Each of the nine events is…

Research in cognitive science that can be incorporated into the instructional design process is summarized. Instructional design shares many features common to other types of design, but its models do not support the kinds of cognitive activities necessary for successful design. Assumptions about learning provided by the descriptions of cognitive…

Learning outcomes and reading behaviors of 171 sixth-graders were investigated while they read expository text and answered adjunct questions. The 2,400-word text was divided into four lessons, and students answered text explicit-, text implicit-, or no questions (a control group) as they read silently and were videotaped. In addition, the…

Designed to gain a more thorough understanding of the cognitive processes involved and apply this knowledge in defining improved teaching strategies, this study of contour interpretation (referred to as "position fixing") required 12 subjects to locate their position on a map after being transported, blindfolded, to test sites where…

This paper reviews selected literature focusing on the general psychological theme of discipline, relates findings to educational contexts, and makes recommendations about how problems of discipline and punishment of children can be resolved in schools. Three approaches to discipline are identified: punishment, control by enforcing obedience, and…

Research on interlanguage (IL), the intermediary language produced by a speaker when it is perceptible that he is not a native speaker, has concentrated on procedures to stabilize interlanguage at a given point, and on stabilized products, rather than on the destabilization that occurs when learning is pursued. Although it has been widely accepted…

This study investigated the research construct of encoding specificity using an applied research orientation. Encoding specificity considers the effects on memory of the interactive relationship among encoding, the stored memory trace, and external retrieval cues. Subjects were 273 undergraduate students enrolled in the College of Engineering at…

From his analysis of the educative process in non-literate societies, taking examples and illustrations from inside and outside Africa, the author concludes the system is effective because there is no lag between what is being taught and the life the learner is living, it is highly individualized, and the teacher is involved and personally…

The three studies described in this section were undertaken to examine further aspects of depth of processing and to throw more light on the factors underlying good memory performance. (Author)

Author presented the criteria that he and his fellow art teachers discovered for suggesting the direction education has to take in order to develop a comprehensive program of the arts in the interests of overall good sound education. (Author/RK)

Examines the influence of oral message organization on fact recall, patterning and problem-solving. (MH)