Two repertory grids were elicited from each of eight British college students (including five peer facilitators). Initially, all rated self-expectations more important in learning. On the second grid of the peer facilitators, interaction with others was rated more important to learning. (Contains 26 references.) (SK)

Explores the detailed processes whereby concert performances of serious music are collectively achieved in rehearsal. The article concentrates on a youth orchestra rehearsing a section of a Beethoven symphony that was audiotaped. The article further focuses on the "talk" that shapes the collective musical activities rather than the…

Discusses the need for new models and understanding of how we learn and develop independence to successfully prepare our youth for the 21st century. Topics include a new model of learning based on current understandings about the brain, human intelligence, and memory; and a transnational program called the 21st Century Learning Initiative.…

Analyses of fifth and sixth graders' challenge seeking during project-based mathematics instruction indicated two patterns: "challenge seekers," who self-reported a tolerance for failure, and a learning goal orientation; and "challenge avoiders," who self-reported a higher negative affect after failure, a more…

Describes research techniques in chemistry education that are based on listening to learners. Gives a brief history of think-aloud techniques and works through an example study to show considerations that must be made when doing this kind of research. Issues raised include conceptualization of research studies, preparation for their…

Considers the use of self-paced tutorials on the Internet to teach library users how to search the Internet. Discusses the present lack of an adequate tutorial, recommends the use of animated graphics, and suggests the need for good tutorials on the Internet that foster systematic learning. (LRW)

Organizations learn when they embed new practices and values and make real changes. Organizational learning must address group tendencies toward helplessness and conformity. Individuals still bear responsibility for monitoring what is learned. (SK)

Outlines necessary components of successful indigenous environmental education programs at the post-secondary level based on participation in three such programs as a program developer/director, curriculum developer, and instructor; explores current literature, and presents personal experiences from an Anishinaabe student studying Western science.…

Discussion of distributed cognition and school reform focuses on the teaching and learning practices of a Native American group, the Mexican Mazahuas. Topics include knowledge construction; a shared knowledge model of learning; interconnectedness between knowledge and practice; models of guidance; cognitive apprenticeship models; shared…

Using grounded theory, the learning processes used by nine physicians to diagnose Lyme Disease were investigated. Repetition and counterexperiences served to frame the problem along a continuum of familiarity. Results suggest ways to prepare case studies that include variety, repetition, and counterexperiences to teach diagnosis. (Contains 28…

Presents activities to incorporate Polya's four-step problem-solving process. (KHR)

Presents a sampler of statements from "Principles and Standards for School Mathematics" related to standards, goals, and activities for preschoolers. (Author)

Discusses corporate electronic learning and describes three different operative and business paradigms: electronic training, that replaces face-to-face interaction and reduces costs; electronic learning, that measures learning outcomes and considers technological barriers, learning to learn online, and installing an online culture; and electronic…

Defines 'thenwhat' as the moment when strategy that is supposed to be about mathematical thinking has no clear path forward as a result. Discusses how strategies designed to stimulate mathematical learning and thinking go nowhere if teachers do not think about where to go next or how to use what happens as a result of the strategy. (KHR)

The teacher of a graduate course on learning organizations wrote and shared a learning journal with students, demonstrating her role as a co-learner in a learning community. Written feedback from students gave the teacher important information about their learning processes. (SK)