Discusses process- and product-oriented early childhood curricula. Describes ways in which process learning can be incorporated into all aspects of the curriculum to support young children's growth. (RJC)

Discusses a mathematics curriculum for children in preschool or kindergarten which emphasizes manipulation. Suggests activities in the following concept areas: observation, classification, comparing and contrasting, seriation, patterning, graphing, informal measurement, and counting. (RJC)

Assesses the effectiveness of training procedures focusing on the acquisition of memory knowledge for 58 second graders. Explicit and implicit training groups were superior to a practice control in recall performance, category organization during study and recall, and metamemory concerning organization as a strategy. (RJC)

This article discusses problem solving and how science educators can integrate problem solving into their instruction. The Search, Solve, Create, and Share (SSCS) model was developed based on the findings of problem solving research. (YP)

Describes "inductive towers," a visual medium for inductive thinking in secondary classrooms. Argues that teachers can use inductive towers to show how theories are formed in the social sciences. Explains how students can build inductive towers to practice inductive thinking, analyze information, or organize information-gathering in a…

Presents an exercise useful for tapping second language learners' perceptions of their best and worst language-learning experiences and the memory, cognitive, metacognitive, social, and affective strategies used in those experiences. Positive language-learning situations appeared to stimulate the use of a wide range of strategies, while negative…

Discusses strategies designed to improve elementary school children's memory and comprehension of text. The strategies include summarization, representation, mnemonic imagery, story grammar, question generation, question answering, and prior knowledge activation. (RJC)

Recent developmental studies have focused on children's learning strategies and on the socio-instructional dynamics that foster strategic learning. Discusses Vygotsky's concept of the zone of proximal development in the context of traditional cognitive strategies research and in terms of its practical applications. (Author/BJV)

Describes an undergraduate course taught at the University of Dubuque (Iowa) that examines the political economy of urban development in a historical frame of analysis and emphasizes experiential learning. Traces the conception, design, and delivery of this course. Offers results of an evaluation by those who contributed to the course. (KO)

A detailed description of a layered network model is provided, with computer simulations of key associative learning phenomena and predictions generated from the model. The model is compared to more conventional theories of learning to learn and configural learning. (SLD)

Describes activity boxes which can be used in early childhood classrooms to further curriculum and development goals. Activity boxes are containers filled with related objects categorized by color, shape, or material which encourage children to explore, sort, and manipulate real things. Discusses goals and lists contents for 24 activity boxes.…

Seventy-five learning-disabled students (10 to 14 years old) received instructions about summarization strategies and about personal causality that were designed to improve reading comprehension. Changes in antecedent attributions about personal causality were not usually altered by this program-specific attributional training, although…

Discussion of instructional theory and the teaching-learning process focuses on implementation of the Structural Learning Theory. Topics discussed include learner models and approaches to intelligent tutoring; control mechanisms in information processing systems; human cognition; assessing individual knowledge; and designing intelligent tutors.…

Exploration and comparison of the teaching and learning themes and strategies found in learning-oriented and work-oriented classrooms found that the former classrooms displayed a learning purpose, peer helping, self-evaluation, supportiveness of errors, endogenous lesson-introduction, fewer negative management situations, and teachers' beliefs in…

Poor readers can be taught to improve their comprehension skills by utilizing the same self-questioning techniques that good readers use spontaneously. Three questioning techniques (Question-Answer Relationship or QAR, ReQuest, and Reciprocal Teaching) are highlighted as empirically supported instructional strategies appropriate for students…