This article addresses the issue of helping students who work collaboratively on mathematical problems with the aim of raising the level of their mathematical understanding and competence. We investigated two kinds of teacher interventions aimed at helping students. The rationale of these interventions was based on a process model for interaction…

Pupil observation and educator?pupil discourse have recognised relevance within early years practitioners' repertoires, with long traditions of practice in England and elsewhere. Observation is now enshrined within the Foundation Stage Curriculum for 3?5 year-olds (England) (soon to become part of the Early Years Foundation Stage for Birth?5) and…

The notion of learning styles, and the multiple intelligence theory from which some of this derives, has come to be one of the dominant themes in the discourse on learning and teaching. This article argues that much of the language associated with this recent educational phenomenon is misleading for teachers. The author argues that instead of…

This article distinguishes among classroom experiences based on doing something to students (emphasis on teaching), doing something with students (emphasis on teaching and learning), and being with students (emphasis on learning). Being moments and being classes result from states of mind rather than pedagogical techniques. Thus, redefinitions are…

Instructional designers need to understand the internal processes of learning, identify learners' cognitive difficulties with those processes, and create strategies to help learners overcome those difficulties. Generative learning theory, one conception of human learning about cognitive functioning and process, emphasizes that meaningful learning…

Self-regulation refers to the degree that individuals become metacognitively, motivationally, and behaviorally active in their own learning processes. One potentially helpful means of examining students' self-regulation is to analyze their internal representations, or scripts, for recurring academic tasks. For this study, researchers analyzed the…

The concept "learning to learn" assumes that teachers help students develop study skills and that students are encouraged to use higher order cognitive strategies. Fifty-four teachers of Dutch and mathematics in five secondary schools in Flemish Belgium were interviewed regarding their subjective interpretations of "learning to…

This paper presents a model for implementation of behavior therapies in adventure programs that use Group Adventure Initiative Tasks (GAITs) to promote personal development. Behavior therapies include various techniques and processes based in learning and pedagogical theory and used to promote changes in behavioral responses to environmental…

This study addresses the inability of eleventh-grade students to critically analyze and evaluate literature used in the classroom. The study was conducted in a medium-sized rural community in northern Illinois. Sixteen teachers and 24 students participated in the study. Surveys, analysis of standardized test scores, past performance in English…

The Self-Knowledge Inventory of Lifelong Learning Strategies (SKILLS) was developed to measure adult learning strategies in real-life learning situations. SKILLS consists of a series of 12 scenarios from real-world situations that reflect Shirk's (1990) nine general categories of learning for real-life situations and that necessitate various types…

Examines the learning strategies successful language learners employ and suggests that teachers can help their less successful students by paying more attention to learner strategies already seen as productive. (PMP)

Aimed at classroom teachers interested in teaching learning skills to their elementary and secondary students, this guide offers an alternative to teaching "facts" that may rapidly become outdated. The guide is based on Dr. Leslie Hart's Proster Theory, which proposes that the brain requires large amounts of input to function; that after…

A two-tiered scaffolding model can be used to explain the complex and critical relationships between the teaching and learning of teachers and the students they teach. The first tier of scaffolding is a teacher, or someone else who qualifies as a more capable other, providing support for a student. The second tier depicts the support necessary to…

Collaborative learning strategies can improve the learning of subject matter in content area classrooms, but they are only one aspect among many that influence how much learning will take place in a class period. The Directed Reading-Thinking Activity (DR-TA) is an effective teaching/learning strategy to use with content area material. Much of the…

The purpose of this study was to investigate the effect of an eclectic thinking processes model on the logical reasoning abilities of students in grades six through twelve. The experimental school consisted of 159 students whereas the control school had 111 students. The Group Assessment of Logical Thinking (GALT) was administered to the sample as…