The author offers an instructional model to enhance the chances that incubation will occur in creative problem solving. Note: For related information, see EC 120 232-238. (CL)

Finds that although composite ANOVA models explain less that 1% of total variance, implying very small and subtle effects, analysis provides strong evidence that anomalies are statistically robust. (Author/CCM)

Research studies on questioning techniques are reviewed, and a list of suggestions regarding the role of the teacher in the art of questioning concludes the article. Suggestions include: avoid using questions to introduce lessons; keep content-oriented questions specific; do not expect students to guess what you mean. (KC)

Describes three models for teaching effective thinking, but warns against oversimplified approaches. (SRT)

Presents a model of generative reading comprehension stating that learning to read with comprehension involves acquiring and using some of the same generative skills needed to learn to write. (JL)

A curriculum model in logic is proposed for learning disabled students based on reasoning and content needs. A diagnostic test with probes yields a profile of the child's reasoning ability and pinpoints areas of strengths and weaknesses. Three levels of instruction are provided: thematic concrete, specific concrete, and abstract. (CL)

An extensive literature review led to the formation of a framework for vocabulary instruction that can be used to analyze the relationship between knowledge of word meanings and comprehension and to suggest more effective means of vocabulary instruction. The framework posits two types of information students hold about words--definitional and…

Uses the judicial model of reasoning employed by the Supreme Court as an exemplar in teaching critical skills in the basic argumentation and debate course. Describes the model and course highlights. (PD)

Describes the four steps of critical reading adapted to the model of reading proposed by W. S. Gray: (1) the perception of the connotative power of words, (2) the comprehension of persuasive language, (3) the reaction of judgment, and (4) the integration of monitoring devices. (FL)

Notes that creating focus which leads to formulating a thesis is a task with which many writers have trouble. Describes a process model of conceptual development that helps students gain confidence in abstracting, conceptualizing, and formulating a thesis. (NH)

The high school journalism classroom provides a natural environment for learning in the context of a discipline's culture. This environment can provide the backdrop for moving the student toward the thinking and behavior of professional journalists. To understand this thinking, journalism teachers can turn to the research in cognitive psychology…

Presents several guidelines for creating lessons to teach critical thinking skills, a model lesson using these guidelines, and an analysis of the teaching strategies within the lesson that illustrates how the guidelines are applied. (HOD)

Explains how changes in reading theory have meant new emphases and new ways to teaching reading. (JL)

Considers the limitations of treating learning strategy instruction and content-area subject instruction separately from each other. Discusses the challenges facing a closer integration of these two components. Describes a working model for integrating these two forms of instruction. (HB)

Reports on four models that show a possible pattern of progression that may be related to individual acquisition of conceptual knowledge about electricity. Contains 45 references. (DDR)