Effective teacher-student learning relationships can propel students to advanced ways of knowing and acting. In much arts based higher education learning, dynamic and fluid interplay of cognitive, meta-cognitive and aspirational aims and goals are prevalent and passed to students in a learning relationship that can be described as a cognitive…

How important is it that every student in a school is excited about learning? Should a student be allowed to use all his/her strengths in learning? Do you know someone who wasn't a particularly good student but has been very successful in life? What these seemingly unrelated questions have in common is an appreciation for the range of talents that…

Teacher-learner relationships are founded on the fundamental human need of knowing that another person genuinely cares. Students know when they are recognized, understood, and respected for their unique abilities and interests by their teachers. Teachers who believe in their students' abilities demonstrate that they care by placing the learners at…

Examines three concepts crucial to the learning process: 1) student learning improves when they are involved in learning activities, 2) involvement through problem solving techniques maximizes student learning, 3) transfer of learning includes four basic principles. (Author/RK)

An elementary school teacher demonstrates that one method for helping his students learn is to ask them for suggestions on how "not" to learn. The process was used as a writing assignment, to teach basketball, to make a film, and to motivate teachers. (RK)

Using data and analyses gathered from multiple sources, this article discusses how students learn in reading, writing, and mathematics. A section on reading concentrates on methods and materials that motivate, a writing section concentrates on content, and a mathematics section discusses procedures for problem solving. A bibliography is included.…

Professional knowledge created as teachers interact with the complexity of variables related to teaching and learning in active, thoughtful, reflective practice, is essential to expert teaching. This qualitative study is designed to describe and define the factors (processes) that are pertinent to the process of reflection as it is utilized by…

The selection of wrong answers for multiple choice tests appears not to be blind guessing, as the current theory assumes, but represents systematic choice based upon the ways in which learners extract meaning and solve problems. It appears the departures from "expected" answers arise when the learner interprets the question in a manner different…

This volume of the 27th International Group for the Psychology of Mathematics Education Conference includes the following research reports: (1) The Affective Views of Primary School Children (Peter Grootenboer); (2) Theoretical Model of Analysis of Rate Problems in Algebra (Jose Guzman, Nadine Bednarz and Fernando Hitt); (3) Locating Fractions on…