The National Institute of Education report, "Involvement in Learning: Realizing the Potential of American Higher Education," is discussed. The study group highlighted the outcomes of an undergraduate education--student learning and the implications of student learning--and concluded the appropriate source of curriculum reform is the…

A reliable instrument was developed to identify elementary-age children who have difficulty with time estimation, as indicated by choices on a pencil-and-paper test. The instrument was used to compare performances of learning disabled and nondisabled children. Findings provide empirical support for temporal difficulties among learning disabled…

Provides methods teachers can use to help remedial readers attack both monosyllabic and multisyllabic words they do not recognize. (FL)

Problem-based learning is argued to be the most effective means of developing students' general mental abilities, integrating academic and operational approaches to higher education, and instilling a high level of student motivation and capacity for active learning. Conditions for successful problem-based learning are discussed. (Author/MSE)

Examines results of studies conducted at the City Colleges of Chicago's Center for the Improvement of Teaching and Learning on the characteristics of effective teachers (i.e., organized, student-oriented, encouraging student participation, and providing feedback) and effective students (i.e., involved, motivated, planning-oriented, selective, and…

Presents conversations of a group of fifth graders collaborating on a social studies task to illustrate how childen use language to learn. Focuses on one student whose oral language was rapid and chaotic but who demonstrated extremely sophisticated and complex structuring of knowledge to understand a particular social studies concept. (HTH)

Describes a preservice teacher education program of Gallaudet College where student teachers participate in the Instrumental Enrichment Program to develop their cognitive skills. Includes an illustrated model. (MD)

Suggests that text anxiety is a combination of student skill deficits, emotional reactivity, and negative self-attributions. Proposes the use of multimodal approaches to reduce that anxiety. (FL)

Describes dialogue journals, which provide natural, functional experiences with both reading and writing. Suggests guidelines for both their classroom implementation and for teachers' responses to children's journal entries. (FL)

Examines advantages of using videogame format for training, including practicality, relatively inexpensive hardware, ability to use multi-purpose software modules, motivational advantages of increased student interest and instructional effectiveness, and instructional features such as the adaptive interactive nature of videogames. An example of a…

Argues that the process of learning to write should be recognized as a process of learning how to construct different kinds of written texts, each representing a different way of making meaning. (HOD)

Reexamines the persistent reading failure of black students in light of current research in an effort to encourage new efforts to discover the real cause or causes of the problem and to provide solutions. (FL)

Attempts to identify deficits in object knowledge specific to the autistic syndrome. Examines the correspondence between sensorimotor and play behaviors and language in mentally retarded and normal children. Determines whether these correspondences are different for autistic, mentally retarded, and normal children.(Author/AS)

The influence of matched or mismatched cognitive styles on perceived satisfaction and performance among students and teachers was examined in eight secondary school classrooms comprising 192 students. Results revealed the predicted interaction effect (favoring matched styles) on student perceptions of satisfaction and a similar trend on…

Two studies were conducted to obtain information about the metacognitive environment of the preschool child and the impact of parent-child communication on problem solving. Children working with parents showed improvement on several problem-solving measures, but children working alone also improved, solely as a result of practice. (Author/PP)