Certain thinking and language skills are common to content disciplines. Different types of thinking are triggered by factual, convergent, divergent, and judgmental questions. The four levels of oral and written response are factual, logical, creative, and judgmental. An effective school language policy balances and integrates these skills in the…

The paper deals with the effects of general experiences and specific educational practices on the structure and functioning of the central nervous system. (CL)

Describes a test designed to measure outcomes of "inquiry" social studies programs in elementary schools. Results indicate that inquiry students, or those whose teachers use inductive methods to encourage active participation in learning, perform better than noninquiry students on tasks requiring higher cognitive processes. (Author/KC)

The article outlines specific procedures for analyzing student errors and using the information gained as a tool for making appropriate assessment and instructional decisions. (DLS)

The author contends that in order to change teacher classroom behavior, the thought processes of the teacher (while teaching) must be made conscious and be altered through in-service training. (JKS)

Addresses the question of which basics to teach in the social studies and how to find time to teach basics as well as everything else required in the curriculum. Gives practical hints on ways to integrate basics into conventional social studies objectives. (Author/AV)

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.…

Argues for a reconceptualization of Second Language Acquisition (SLA) research in order to enlarge the ontological and empirical parameters of the field. Claims that methodologies, theories, and foci within SLA reflect an imbalance between cognitive and mentalistic orientations, and social and contextual orientations to language, the former…

Discusses the needs of language-minority students and explains the difference between progress in basic interpersonal communication skills (surface fluency) and cognitive/academic language proficiency (conceptual-linguistic knowledge). Strategies are provided for special educators in planning instruction, increasing comprehension during…

This study compared two teachers' levels of implementation of the DISCOVER approach to gifted education and the resulting effects on number of students identified as gifted and on problem-solving behaviors. Significant relationships were found between level of implementation and positive changes in mathematics problem solving and numbers of…

Discusses the latest developments of an empirical project about the mental processes of students with both mono-cultural and bi-cultural socialization in foreign language literature courses. (Author/VWL)

Describes one instructor's approach to incorporating simulations and classroom discussions into a differential equations course. Discusses subsequent effects on student learning attitudes and outcomes in conceptualizing and applying ideas regarding solutions to differential equations in this learning environment. Explores issues on…

Recent research in mathematics instruction underscores the importance of problem solving and higher-level thinking. This article presents four themes in instruction for students with learning disabilities: (1) provide a broad, balanced mathematics curriculum; (2) engage students in meaningful problem tasks; (3) accommodate diverse learning styles;…

Mental arithmetic strategies were studied with 91 Dutch third graders who computed by splitting off 10s and units in both numbers or counting by 10s up or down from the first unsplit number. Results reveal flexibility in changing between and within strategy use. Implications for instruction are discussed. (SLD)

Examined code-mixing, a little-known technique used in teaching vocabulary. Found that using code-mixing to introduce new vocabulary can be an efficient and effective method. Discusses procedures and cognitive processes involved in vocabulary learning and explains the use of code mixing to introduce vocabulary. (Author/VWL)