Discusses how adult general education liberal arts requirements do not help adult students and how they may actually discourage students. Discusses alternative courses instituted by the University without Walls (UWW) program that provide lifelong learning activities incorporating liberal arts skills and knowledge with experiential learning. (JS)

Provides suggestions that teachers can pass on to parents about how computers can be used to provide meaningful early literacy opportunities. Includes seven rules of thumb useful for parents who want information on using computers for educational purposes. (MG)

Examines combinations of the following variables and their influence on student attitudes and intentions toward affective and behavioral learning: (1) teacher sex; (2) teacher sex-role orientation; and (3) teacher use of power strategies. (SR)

A discussion of college students' learning motivation looks at how theory concerning work attitudes and motivation may apply to student learning, and how assessment can enhance learning. Strategies are offered for faculty to use in increasing the kind of learning motivation they traditionally favor, but an argument is also made for allowing…

Reports on a study of 16 elementary students' personal narratives on their historical memories about the Gulf War. Maintains that much can be learned about students' historical understanding when they tell about an event in story form. Suggests further research into the reasons student narratives were thin and abbreviated. (CFR)

Recommends exposure to and interaction with classroom visitors to influence children's views of themselves, learning, and school. Illustrates the effects of a visiting poet and a visit to a butterfly farm on children who have lost confidence in their abilities to read and write. Emphasizes the value of providing opportunities to respond to real…

Interviewed 24 students in 2 Ontario secondary schools about their decision to enrol or not to enroll in a French-as-a-Second-Language (FSL) program when it became optional for them at the end of ninth grade. Participants indicated that achieving a satisfactory level of communicative competence in French was important as a motivator to continue…

Self-regulated learning is an important component of learning for college students. Students must have greater awareness of their own behavior, motivation, and cognition and of positive motivational beliefs, and must practice self-regulated learning strategies. Faculty can model self-regulated learning and provide appropriate classroom tasks. (MSE)

Describes approaches for solving the problem of students' declining motivation and performance when they move to middle-level schools. Urges educators to examine school policies, practices, and procedures, and to make changes that will make it very clear to students that effort, challenge, improvement, and mastery are the goals of schooling. (16…

Defines and discusses self-training systems and explains strategies for successfully implementing such systems. Highlights include marketing the program; budgeting for the program; preparing the program administrator; preparing the learners, including motivation and resource availability; monitoring progress; and enhancing transfer of training.…

Examined the influence of school and classroom environmental factors, such as teacher discipline practices and teacher-student relations, on middle school students' motivation. Found that, compared to sixth-grade math teachers, middle school math teachers controlled students more, provided students with fewer decision-making opportunities, and…

Discusses the evolution of programs at the Benchmark School (where, for almost 30 years, children with severe reading difficulties have learned to read). Addresses students' difficulties reading narrative text, expressing ideas in writing, content area reading, learning sight words and decoding, understanding how to learn, applying strategies…

Describes a teacher-researcher's investigation into barriers to student adoption of an alternative referent for learning and its consequential learning strategies in an 11th-grade chemistry class. Suggests that various contextual factors influenced students' willingness to adopt the alternative referent, and that students' beliefs, trust of the…

Examines whether and to what extent differences exist between learners of French, German, and Spanish with respect to range of motivational or motivation-related factors and whether the factor time has any significant effect in this. Concentrates on general or institution-wide language programs in universities. (Author/VWL)

Data collected for this study (n=88) of fourth- and fifth-grade students targeted the status of relationships among sociocognitive factors (confidence in writing, metacognition, academic motivation, and self-efficacy) with selected group dynamic features of task structure preference and audience awareness. Study and discussion of results are…