In literacy education, neuroscience research has been alluded to increasingly in work meant to substantiate cognitive models of the reading process related to text decoding and its instruction. As a result, this material tends to focus on early reading or reading disability and dyslexia (e.g., Hudson, High, & Al Otaiba, 2007; Shaywitz, 2003). It…

Leadership educators teach Transformational Leadership Theory in their classrooms, but could transformational theory be used as a pedagogical model to deepen students' understanding of leadership? This article presents Erin Gruwell, a first-year teacher at Woodrow Wilson High School in Long Beach and subject of the 2006 movie "The Freedom…

Children personally construct explanations of natural phenomena, some of which differ from currently accepted scientific explanations. The replacement of personal explanations with scientific explanations, as well as the development of concrete, formal, and post-formal reasoning patterns, requires self-regulation in which alternative explanations…

THE AUTHORS REVIEW THE THEORY OF MOTIVATION PRESENTED BY ROBERT W. WHITE IN HIS BOOK "LIVES IN PROGRESS" (1952) AND IN AN ARTICLE "MOTIVATION RECONSIDERED--THE CONCEPT OF COMPETENCE" (1959). WHITE PROPOSES THE CONCEPT OF "COMPETENCE" TO ACCOUNT FOR THOSE THINGS IN HUMAN BEHAVIOR LEFT UNEXPLAINED BY OTHER THEORIES OF MOTIVATION. COMPETENCE IS USED…

THE CONTRIBUTION MADE BY PIAGET TO KNOWLEDGE OF THE DEVELOPMENT OF CHILDREN IS SUMMARIZED. PIAGET'S INFLUENCE ON BERLYNE AND OTHER PSYCHOLOGISTS, THE RESEARCH METHODS USED BY PIAGET, AND THE CONCEPTS HE FORMULATED ARE BRIEFLY DESCRIBED. THE GOAL OF HIS RESEARCH CONDUCTED AT GENEVA IS IDENTIFIED AS THE DISCOVERY OF THE SUCCESSIVE STAGES IN THE…

BASED ON EXPERIMENTATION EXAMINING THE THINKING CAPACITIES OF DEAF CHILDREN, THIS PAPER REPORTS FINDINGS ABOUT THE RELATIONSHIP OF ABILITY TO LINGUISTIC EXPERIENCE. PERFORMANCE OF DEAF CHILDREN ON TASKS INVOLVING CONCEPT FORMATION AND LOGICAL THINKING WAS FOUND TO BE COMPARABLE TO THAT OF MATCHED HEARING SUBJECTS WHEN VERBALIZATION WAS NOT…

It is suggested that generalizations about critical learning conditions and outcomes can be made within categories of learning processes but not across them. Implications of this proposition are examined. (Author/MM)

Argues that the mission of the university is to create intelligence. Defines intelligence, discusses research on cognitive processes of learning, and discusses obstacles to using the demonstrate-label-coach-mastery strategy emphasizing the value of the clinical approach used to teach seven specific skills. Presents a classroom illustration of this…

To benefit from reflective and reflexive actions there is a need to contrast these two terms to understand what each is and is not. Both terms can indicate a level and concern for self-development. For instance, to be reflexive is to self-examine, to consider internal conversation, and use this voice to guide, support, and enhance work.…

Based on research studies from fields of education, social organization, and logic, this article argues that the study of organization of knowledge has important implications for students' general intellectual development. Recurring stages of intellectual development are outlined, and implications for improving quality of library school education…

Verstehen, the understanding of human behavior, can be of value to teacher and student alike, bringing both to an increased level of sophistication in the learning process. (Author/PG)

The wide range of practical thinking skills are teachable and learnable. By treating thinking as a teachable subject, trainers can help people develop and increase their brain power. (SK)

Examines the research literature on conceptual change, analyzes the different uses of the term, and discusses six other issues that have emerged from this literature. Outlines a multidimensional framework for considering conceptual change events in the classroom and attempts to synthesize various perspectives of contemporary conceptual change…