The author presents a series of programmed exercises designed to help teachers develop the skills necessary to incorporate Piaget's concepts of child intellectual development into effective classroom use. (MB)

Describes major theses of Piaget's work on development of intelligence. Implications of this work are significant in terms of methods, curriculum, and sequence of topics and activities used in science classrooms. Author cautions, however, that work of other child psychologists should not be completely forgotten because of Piaget's ideas. (PS)

The traditional "developmental" lesson in which the teacher tried to develop ideas and insights is impossible because student reading abilitiy has deteriorated. The ability to read is seen as a source of liberation, but it is dependent on the degree of literacy and the quality of what is read. (MLW)

Piaget's theory of cognitive motivation is examined. Other Piagetian theories are also explored: the distinction between figurative and operative aspects of knowledge, and passivity versus activity. A limited set of implications of Piaget's theory and description of intellectual development for methods of active education are discussed. (CT)

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)

Introduces the articles in the theme issue, exploring their contribution to the understanding of college students' stages of intellectual development and how college instruction should respond. (EV)

To support research indicating individuals with autism lack a theory of mind, an instructional videotape was created to make explicit principles and signs associated with belief-desire psychology that most children learn implicitly. Offered the videotape to children with autism to stimulate interest in other people, teach the analogy that thoughts…

Compared were a programmed approach to a conventional approach. (CH)

A study of the effects of using the MRM (message unit--verb unit--message unit) instructional system on reading comprehension was studied using 69 college freshmen, 37 in an experimental group and 32 in a control group. Both groups were engaged in a variety of activities designed to promote greater reading efficiency as a regular part of their…

CLASSROOM OBSERVATIONS OF 38 HEADSTART TEACHERS, TAKEN ON FOUR OCCASIONS BY FOUR DIFFERENT OBSERVERS, WERE SCORED FOR SUCH CONTENT CHARACTERISTICS AS (1) AMOUNT AND KIND OF COMMUNICATION WITH THE CHILDREN, (2) STRESS ON OBEDIENCE OR INTELLECTUAL VALUES, AND (3) PHYSICAL-MOTOR SKILLS. THESE SCORES WERE COMPARED WITH THE CHILDREN'S INTELLECTUAL…

Teaching active comprehension helps students learn to ask their own questions and guide their own thinking. (MKM)

Project of the Institute on School Learning and Individual Differences and The John F. Kennedy Center for Research on Education and Human Development, George Peabody College for Teachers.

Argues that if teachers maintain task involvement in all children, they will achieve justifiable form of educational equality. Discusses social and personal factors which influence task involvement, including value framework of school (i.e., purpose school is seen to serve), organizational strategies adopted to facilitate learning, and specific…

A question-answer format on how specific teacher behaviors influence students' acquisition of information, ability to make information meaningful, and application of meaning to new situations. (Author/MLF)