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)

A problem-solving strategy that appears to be highly successful is having children write their own word problems. The stages of prewriting, writing, rewriting and revising, and publication are each discussed. (MNS)

Describes a model for a poetry writing project that aspires to transform students into sounder thinking, more sensitive human beings. The project, which was used in a grade eight class, includes writing and editing original poetry, class discussion, and creating books of student poetry. (KH)

Science education is viewed from a framework that integrated sources of knowledge with the traditional processes of scientific inquiry. Sciencing is then described, and how it could be implemented with young children is discussed. (MNS)

A series of studies demonstrated that instruction or intervention directed at change in conceptual variables resulted in changes in teaching performance. Implications for practice and research emphasize greater attention to conceptual variables as aspects of training. (Author/DF)

Describes how teachers can apply metacomponents to their instructional decision making to help them develop and execute comprehension training lessons. (FL)

When the words "problem" and "answers" are used in connection with computational exercises, students think they are solving problems. Distinguishing between computational forms and problems is illustrated with a variety of topics. (MNS)

An inductive concept-identification model of expository text processing, consonant with current theories of macrostructure development, is proposed as part of a reading comprehension instruction model. An evaluation study with fourth and sixth graders is described. Results are interpreted as supporting the model. (Author/BS)

Stresses the development of complex cognitive processes during adolescence and sees the challenge of the curriculum in the question of greater match between the learner's cognitive level and the material to learned. (JOW)

Discusses the experiences of students as they try to turn pictures in their head into poetry. Describes how the poetry of popular music can provide stimulus for student poetry. (HTH)

This study examined the lesson plans of 67 teacher interns in Kentucky to determine the extent to which their lesson objectives were designed to develop higher order thinking skills in their students. Copies of the first lesson plans submitted by first year teachers in one large Kentucky school system for a 3-year period, 1995-1998, constituted…

Schumacher and Nash (1991) theorize that writing provides an avenue for people to reorganize their knowledge. Kieren (1988) is one of several researchers who theorize that children's school fraction experiences should begin with personal knowledge of fractions. The purpose of this study was to determine whether or not children who engaged in…

This book reviews recent research and theory on the brain and balances this information with tips and techniques for using the information in classrooms. Brain-compatible learning is explored in the following chapters: (1) "The New Winds of Change"; (2) "The Learning Brain"; (3) "Getting Students Ready To Learn"; (4) "Enriched Environments and the…

Middle school algebra classes were observed to examine the multiple variables interacting in learning of algebra. Middle school algebra classes were especially informative because of the significant impact of the students' cognitive development transitions from concrete to formal operations. The National Council of Teachers of Mathematics (1989)…

Discusses the hierarchy of awareness levels through which a learner may pass, and emphasizes that science teachers, particularly at the college level, should attempt to use teaching methods that are compatible with the awareness of students. (JR)