This article presents a case study of an online course that cross-pollinated Universal Design for Learning (UDL) and dialogic teaching to facilitate deep learning. Conceptualized through the UDL framework, dialogue and dialogic teaching, and deep learning, our analysis employs the methods of design-based research and thematic analysis to unpack…

Associations among sibling teaching strategies, learner behavior, age, age gap, gender, and social-cognitive skills (second-order false-belief and interpretive understanding of knowledge) were investigated in 63 sibling dyads in early and middle childhood. Two teaching tasks were introduced to the older sibling teacher: a teacher-directed task…

A comparison was made between students' overall performance, as measured by overall grade, in different teaching and learning protocols: (1) traditional textbook and lecture along with standard examinations; (2) lectures with online augmentation and PowerPoint lecture notes along with standard examinations; (3) similar to "(2)" but with…

The objective of this naturalistic study was to explore, model and visualise the learning progress of 13-year-old students in the domain of evolution theory. Data were collected under actual classroom conditions and with a sample size of 107 learners, which followed a teaching unit on Darwin's theory of natural selection. Before and after the…

Why does the city of Reggio Emilia in northern Italy feature one of the best public systems of early education in the world? This book documents the comprehensive and innovative approach that utilizes the "hundred languages of children" to support their well-being and foster their intellectual development. Reggio Emilia is a fast-growing…

A model for matching teaching strategies to student learning styles is intended to take seriously the issue of student needs. A variety of educational arrangements for implementation of matching are considered as well as some issues raised by such implementation. (Author/JH)

Activities used in a British infant school are described, as well as methods for teaching mathematics to young children. The influence of the Nuffield Project on mathematics instruction is also discussed. (JP)

The focus of this discussion is on the providing of educational experiences which will help students develop skills at various levels of learning awareness. Examples of different levels and the skills associated with them are presented. (JP)

A review of 25 years of Piagetian research in intellectual growth as it pertains to the learning and understanding of mathematics and implications for teaching. (MM)

Describes research on Piaget's theories on the importance of exploration, use of concrete objects, and self-directed learning for children. Relates the concepts of construction and instruction to educational models and teaching roles. (DR)

REPORTED IS THE DETERMINATION OF THE RELATIVE EFFECTIVENESS OF TWO METHODS OF INSTRUCTION IN TEACHING CLASSIFICATIONAL CONCEPTS OF PHYSICAL AND CHEMICAL CHANGE TO ELEMENTARY SCHOOL CHILDREN. THROUGH TEACHER-DIRECTED DEMONSTRATION-DISCUSSION, STUDENTS IN GRADES 2-6 WERE INSTRUCTED IN THE CONCEPTS OF PHYSICAL AND CHEMICAL CHANGE WITH THE…

Determined was the effect of advanced organizers, as defined by Ausubel (1963), on the acquisition and retention of meaningful verbal material by elementary education majors at Purdue University. Two approaches were utilized. In one, the experimental group was exposed to an 800-word organizer on two occasions prior to the study of the learning…

The author argues that the input-output model of learning is inadequate for those who believe education is to produce persons who can solve problems in a particular area. He suggests that the act of learning be examined rather than the products of an educational experience. Piaget's mental-structures model of learning is then discussed along with…

Examined were the cognitive preferences of sixth grade students in relationship both to student involvement in a program utilizing Elementary Science Study Materials and to the teaching strategies employed by the teachers. Two-hundred twenty-six students of eleven teachers, who had taken part in summer workshops to gain experience in using ESS…

Advance organizers may fail to promote learning even though they are approximately related to the main learning experience and internally meaningful and logical. If they are to optimize the likelihood that new materials will be readily and properly subsumed, they must also be constructed to conform to the cognitive preparedness and scholastic…