We consider what is known about the potential internal processes involved when educators come to use research findings in their classroom practice. We undertook a conceptual review drawing on a range of disciplines, with findings ultimately categorised under six phases regarding research uptake and implementation. This categorisation provides a…

Instructors ("N"?=?204) of elementary mathematics methods courses completed a survey assessing the extent to which they value cognitive research and incorporate it into their courses. Instructors' responses indicated that they view cognitive research to be fairly important for mathematics education, particularly studies of domain-specific topics,…

This randomized field trial comparing Strategies for Teaching based on Autism Research and Structured Teaching enrolled educators in 33 kindergarten-through-second-grade autism support classrooms and 119 students, aged 5-8 years in the School District of Philadelphia. Students were assessed at the beginning and end of the academic year using the…

Research in cognitive science is providing an increasingly detailed understanding of human cognition. Teachers can help students become conscious of their own reasoning processes and then learn to compare, contrast, interrelate, or coordinate various ways in which they think in order to refine their problem-solving methods. (Author/MLF)

Research on the characteristics of individuals who have demonstrated a high level of ability in mathematics is presented. The importance of structure in mathematical thinking is stressed and implications for teaching are detailed. (MNS)

Teachers are encouraged to adapt their instructional programs to learners' cognitive styles, whether global or analytic. (GW)

Argues that researchers and classroom teachers need not be adversaries and uses examples from the area of domain knowledge to demonstrate how teachers can adapt research findings to their reading lessons. (FL)

Research on metacognition is reviewed. Suggestions for adopting a metacognitive approach in the classroom are discussed. (ML)

Reviews learning style research and concludes that five elements contribute to each students' instructional environment--sound, light, temperature, design, and need for mobility. Argues that when those elements are strong preferences it is very difficult for students to overcome them. (FL)

Research on understanding mathematics is discussed in relation to teaching. Examples from research are used to illustrate features of the teaching design: diagnosis and the relevance of context, feedback, intensity of experience and mastery criteria. (MNS)

Design characteristics and instructional practices in exemplary technology education accord with cognitive science perspectives on learning, knowledge, and instruction, e.g., collaborative learning, socially distributed expertise, student as designer, and project-based learning. Teachers should examine the degree to which cognitive science theory…

Results from a British study on Strategies and Errors in Secondary Mathematics are considered. Students' views of algebra and their difficulties are summarized, with some suggestions for teachers. (MNS)

Argues that the current trend toward abandoning teacher education comes at an inopportune time, since recent research creates opportunities for meaningful reform. Discusses findings concerning instructional and classroom management techniques and their effects on student achievement, the classroom applications of such findings, and consequent…

Discusses the interrelationship of the language arts, and how both oral and written language help the learning process. Describes a classroom in which students' activities center around talking, and how the teacher participated as a researcher in ethnographic studies out of which came the motivation for this instructional approach. (HTH)

Discusses how behavioral objectives and knowledge are related, what form a performance test theory should take, why some people can skip prerequisites whereas others cannot, how people discover new information, the relationship between content and performance analysis, and, how one might apply the structural approach in adaptive instruction.…