This overview of development of Web-based college courses discusses: costs and benefits of Web tools; a 10-level Web integration continuum; a learner-centered view of Web learning; ways to embed critical thinking, creative thinking, and cooperative learning into Web-based courses; sample Web courses and tools; and pedagogical implications.…

Examines whether mothers' verbal input at 3 years of age that specifies relations between objects, actions, and concepts (scaffolding) relates to children's development of verbal and nonverbal cognitive skills from 3 through 6 years of age. For all children scaffolding predicated verbal and nonverbal skills even after controlling for families'…

Discusses clinical problem analysis (CPA) in medical education, an approach to solving complex clinical problems. Outlines the five step CPA model and examines the value of CPA's content-independent (methodical) approach. Argues that teaching students to use CPA will enable them to avoid common diagnostic reasoning errors and pitfalls. Compares…

Discusses strategies for teaching problem-solving techniques during an engineering design course in the third year of a four-year degree program. Describes the content of six problem-solving curricular modules, course organization, evaluation and assessment, and results. (Contains 28 references.) (WRM)

Describes a project that features a video in the form of a documentary built around a series of six case studies in mathematical thinking: geometry, number, measurement, algebra, chance and data, functions, and calculus. Chooses an example from each area to illustrate inductive and deductive thinking-patterns and proof. (ASK)

Discusses the changing educational context in France, reviewing the relationship between teacher training and professional practice and presenting a model of the development of pedagogical reasoning that shows the relationships between core concepts of pedagogical content knowledge, sociocultural context, and verbal interaction. (SM)

Describes several existing arts education programs that might be successfully adapted by other schools: Connecticut's HOT (Higher-Order Thinking) Schools program, North Carolina's A+ Schools Program, and the Los Angeles-based Different Ways of Knowing program. These programs differ but have a common bond--the conviction that the arts make a…

A comparison of the 12 most widely implemented education programs for at-risk students can help educators choose a direction while responding to increasing demands for school improvement. Comprehensive models include Accelerated Schools, Coalition of Essential Schools, Community for Learning, and School Development. Eight programs focusing on…

Evaluated a critical-thinking skills-training program for inservice training of classroom teachers in Georgia using responses from 700 questionnaires. Modeling of the strategy being taught, knowledge and enthusiasm of the trainers, and material relevance contributed to the high quality of training. More follow-up to the training would be extremely…

Argues that students are conditioned by years of multiple-choice testing to use only simple recall and view knowledge as an uncataloged museum full of independent facts that are collected, recited, and left to gather dust. (DDR)

When teaching primary mathematics, story problems with themes that are special to children (such as anything to do with animals) work well to develop their numerical reasoning. Children benefit from problem-solving experiences that help develop their number sense. The paper presents an activity for practicing numerical reasoning and offers three…

Suggests that classroom instruction can be aided by training students in question generation. Encourages secondary and postsecondary content area teachers to encourage student questioning instruction as a basis for higher level thinking about subject matter. (RS)

Presents a problem for students in grades 4-6 on Venn diagrams with or without manipulatives. Lists questions for teachers to reflect upon during the problem-solving process concerning student understanding of problems, problem-solving strategies, assessment, and reasoning skills. (ASK)

Investigates pupils' abilities to interpret graphical information using a comparative study involving data-logging, conventional practical work, and a nonpractical equivalent. Concludes that the computer-based approach seemed to be particularly effective for younger and less-abled pupils. (Author/ASK)

Examines and illustrates how classroom-based factors can shape students' engagement with mathematical tasks that encourage high-level mathematical thinking and reasoning. Among the factors influencing students are classroom norms, task conditions, teachers' instructional dispositions, and students' learning dispositions. (AIM)