Composition is not a straightforward, linear process; it involves a creative search for meaning that becomes clear only as the writer engages in the composing process. This suggests that teaching not dwell on the correctness of the finished product. (Author/SJL)

Research studies on questioning techniques are reviewed, and a list of suggestions regarding the role of the teacher in the art of questioning concludes the article. Suggestions include: avoid using questions to introduce lessons; keep content-oriented questions specific; do not expect students to guess what you mean. (KC)

Teaching students test wiseness can have a number of positive results, including improving the validity of the tests themselves and improving the scores of minority students on tests. (AEA)

Reviews and critiques the major findings in the simulation impact literature, and offers an impact evaluation of the recently developed urban politics simulation, "Urban Policy Game: A Simulation of Urban Politics." Particular emphasis is placed on the variety of learning experiences accompanying role-play simulations, especially verstehen…

A variety of dynamic television related classroom activities involving reading, writing, and arithmetic skills encourage a broader use of thinking skills. Such activities support instructional goals set for students and promote television literacy. (CJ)

Discussed is the college teacher as lecturer. Three basic areas are looked at: attention mechanisms, information processing, and memory. Nine suggestions are presented which, if employed, will improve the lecture process. (KC)

Discusses the cognitive processes and emotional needs that influence developmental changes related to fears and suggests some techniques which adults may use to help children cope with their fears. (Author/MP)

Most presentations of mathematical ideas are suggested as being backwards from the way they evolved. Two alternatives are discussed, both emphasizing mathematical processes. (MP)

Describes a collaborative learning activity that can be used in a composition classroom. Suggests ways of planning collaborative activities. (RAE)

Reviews the premises of Leslie A. Hart's Proster Theory of brain-compatible instruction, which focuses on programs, patterns, and increasing the amount of cognitive input which students receive. Traces the foundations of the theory and presents evidence that the Hart approach leads to learning achievement. (DMM)

This article discusses incorporation of academic curriculum elements into movement units, synchronous movement as a teaching tool, the movement-cognition connection, and identification and use of rhythm and movement elements in the classroom. (IAH)

Focuses on how to teach English-speaking students of Spanish the practical distinction between the verbs, "saber" (to be cognizant of) and "conocer" (to be acquainted with). This article describes a solution proposed by K. Taylor for explaining the limits of the two verbs and examines similar proposals delineated in three other Spanish textbooks.…

Reviews research using diagrams, number sentences, and algorithms to help students learn to add and subtract; poses questions on the relationship of instruction to children's knowledge construction; and proposes a research agenda in this area. (86 references) (MKR)

It is argued that efficient use of cognitive strategies also involves domain-specific knowledge, metacognition, and motivation. Issues concerning cognitive strategy instruction are explored, and it is concluded that a hybrid model representing a compromise between the notion of cognitive strategies and current connectionism may best portray human…

Study compared the effectiveness of mental imagery (MI) and visual illustrations (VI) on learning a specific subject. College students received either text alone or text plus VI and/or MI. MI was important for learning and information processing and VI for achievement on multiple-choice and drawing recall tests. (SM)