This profile is designed as a recording sheet for monitoring an individual student's progress throughout the school year. Fourth grade assessment materials and the "Strategies for Instruction in Mathematics" suggest tasks and questions that can be used for on-going and summative assessment. Directions for use and descriptions of levels of…

This profile is designed as a recording sheet for monitoring an individual student's progress throughout the school year. Fifth grade assessment materials and the "Strategies for Instruction in Mathematics" suggest tasks and questions that can be used for on-going and summative assessment. Directions for use and descriptions of levels of…

To gain insights into preservice teachers' growing capacity to be exploring, reflective practitioners, portfolio assessment is being adopted in some teacher education programs. The teacher as reflective practitioner and portfolio assessment became the foundations of one Carnegie-I research university's four-phase secondary education program.…

Using this inquiry-based process allows the teacher and librarian to assign mystery topics to individual students so they can conduct independent research on high-interest subjects. The book provides the tools and strategies teachers and librarians need to help students think and rethink methods of gathering and organizing information to solve…

Compared effectiveness of teacher-demonstration and self-paced modes of teaching concepts and problem-solving skills in college chemistry. Results showed the self-paced mode significantly more effective for teaching concepts and problem-solving skills. Results of an attitude test also showed that most students (N=60) preferred the self-paced…

Results from the third national mathematics assessment indicate that the decline in performance of 17 year olds between 1973 and 1978 has leveled out over the last four years, and 13 year olds' performance improved significantly between 1978 and 1982. However, most gains were on lower-order skills. (MNS)

Determines effect of a process-oriented science curriculum on students' (N=83) ability to transfer and utilize problem-solving skills, and the relation of basic and integrated processes to the development of those skills. Discusses methodology and implications for teaching problem solving, stressing the need for process-oriented curricula.…

The object of this study was to specify the relationship between logical and numerical structures by examining the processes used by operational and preoperational children in solving simple addition and subtraction problems. (MP)

New goals for mathematics education, including the need to teach mathematical processes, applications, and literacy to a broader array of students, are explored. Implications for teachers and curriculum developers are discussed, and the need for applying mathematical problem solving to social needs is pointed out. (PP)

Students in Grades six, seven, and eight were asked to integrate existing information and initially unknown answers to prose-related questions for answering superordinate questions. Results suggest that grade level development of hypothetico-deductive skills interacts with instructional prompt levels and that these skills are essential to…

A developmental approach is taken, the current literature reviewed, and models are presented in a discussion of the coordination of inservice education, continuing education, and faculty development programs. Topics examined include: (1) higher education and role perceptions of institutions, faculty, and program coordinators; (2) collaboration of…

Reports results of a study examining the effectiveness of microcomputers as aids in developing problem-solving skills. Group dynamics of students working with microcomputers was also explored, as well as the effectiveness of this instructional aid with students of varying abilities. (CS)

Gaming-simulation in professional practice, education, and research is discussed. Simulation assists in exploring and resolving incongruent values and interests of clients, users, and architects; conveys complex interactive systems students are trying to understand; and elicits responses to alternative actions and contributes to theory development…

Design is described as a social process and a game. Games provide an experience and environment in which aspects of design skill may be learned. Self-expression (involving no one else) and design (product must satisfy requirements imposed by others) are contrasted. Games described: JOIN, GAMBIT, URBISM, SPIEL, etc. (MLW)

Described a naturalistic study of an Early Learning Lab which yielded examples of classroom management strategies that allowed young children to create their own solutions to help them feel empowered when accomplishing a task, while gaining self-confidence and a sense of identity from the experience. (Author/SD)