A position paper written in response to an article on visual perception and reading by S. Alan Cohen (Journal of Learning Disabilities, V2, N10, Oct., 1969). (RJ)

The effects of analytic versus nonanalytic cognitive styles and two modes of teaching techniques (discovery versus expository) on student performance on mathematics tasks were investigated. The analyses revealed no significant main effect of teaching methods. (Author/PN)

Provides information about learning disabilities for the developmental educator. Discusses the multidisciplinary nature of its definition, the middle-class orientation of the movement, and the instructional methods and programs available for adolescents. Encourages the development of postsecondary programs geared to individual student needs. (CAM)

The method presented provides a systematic approach for communicating information about interrelationships between concepts taught in a psychology course. Students who did not receive the information through traditional instructional methods received enhanced scores on tests of structural understanding. Five references are listed. (MER)

The Every Child a Winner Movement Program provides developmental movement experiences designed to fit the individual needs of children. This program is described in relation to its benefits for the mainstreamed population through themes of space awareness, body awareness, and quality of body movement. (JN)

Chicano mothers were observed teaching their own five-year-old children. Field-independent mothers used inquiry and praise; field-dependent mothers used modeling. Trends suggest that the teaching strategies to which the child is exposed may influence which cognitive style the child develops. (Author/CP)

In this article, an ethnocentric view of the improvisatory music of Korea is presented in terms of what Korean musicians think of improvisation as opposed to fixed composition and how improvisation operates as a performance practice. Musical scores and selected recordings are listed. (Author/KC)

Discusses reasons for teaching Shakespeare, types of responses to expect in students at different ages, a possible order for introducing Shakespeare's plays, available texts, traditional methods of teaching Shakespeare, the kinds of work being done by studdents studying Shakespeare, aids to teaching Shakespeare, possible related activities, and…

Forty children of different ages responded individually to cartoon drawing in one of two orders of presentation in order to investigate children's understanding of recursive thinking. Five boys and five girls in each of the age ranges five to six, six to seven, seven to eight, and eight to nine served as subjects. (MP)

Discourses surrounding the notion of femininity are explored through two stories told in the play of three 4-year-old girls. The author considers whether it is possible to reconcile different discourses about femininity in the classroom and whether one can generate alternative discursive practices. (SLD)

Discusses multiple ways to view nature by giving examples from several books and publications. Suggests that each art form and cultural perspective provides a different approach to the essence of an organism. Warns educators about the pros and cons of scientific imaging. (SOE)

Studied the effects of a university educational reform project on students' learning and individual differences in students' responses to similar instructional measures. In 2 studies, involving 77 students and 84 in the final experimental group samples (original samples and control groups were somewhat larger), the reforms mainly failed to…

Explores the effects of teaching particulate representation of chemistry on the achievement of high school students in terms of gender interaction. Indicates that females who were taught the particulate representation scored as well as males whereas those who were not taught the particulate representation scored significantly lower than males.…