This article discusses a study of three Australian middle-years teachers who deployed Learning by Design principles and practice to support multiliteracies learning through students' production of digital/multimodal texts. The aim of the research was to develop an understanding of how three teachers embraced new e-learning pedagogical designs for…

Background: In the 1990s, Salmon developed a five-stage model for enabling and scaffolding remote groups to work and learn together using asynchronous bulletin boards. The model has informed online learning and development practice across different levels and education for online and blended learning. Purpose: This paper reports our testing of the…

This case study examines the learning, identity and language development experienced by "overage" 8th-grade students who have been left behind two or more years in their New York City middle school and are participating in an extended-day video documentary program. The students practise a range of literacy skills naturally embedded in…

Research has shown that optimistic and pessimistic outcome expectancy evaluations are associated with adaptive and maladaptive levels of psychological functioning, physical wellness, and health recovery issues. The research of M. F. Scheier, C. S. Carver, M. E. P. Seligman, and C. R. Snyder supports the hypothesis that elevated optimism or…

The historical perspective on alternative learning modes enlarges on Glaser's selective and adaptive learning modes, which characterizes the learning environment as either restrictive or liberating. (BP)

Theoretical analysis of two idealized discrimination situations show that certain assumptions of habit strength development need not result in differentiated predictions for the performance of two drive-level groups when the numbers of occurences of responses are equated. (Author)

This study demonstrates that, given the assumption that the child does have some understanding of both height and amount, many nonconservers do give correct reversal judgments for both. Also, reversibility data from this study do not support the theory that a new stage appears when water conservation judgments appear. (Author/ED)

Several epistemic formulations have been advanced to explain cognitive development. Many writers have divided the field of psychology into three basic underlying models: the mechanistic, organismic, and dialectic models. An examination of epistemic positions reveals five broadly defined positions on how behavior develops within a given organism.…

Noting that--although explicit attention to the unconscious has been rare in argument theories--the notion is unavoidable in any full theory, this paper argues that the unconscious plays a central role in argumentation. After briefly discussing the characteristics of the unconscious, the first section of the paper presents an analysis of…

After introducing Madeline Hunter's lesson planning and teacher supervision model, this paper examines the scientific claims made for the model and provides a philosophical critique based on John Dewey's observations about teaching and learning. Although Hunter claims her model is research-based, the paper finds little evidence to support this…

This report addresses how the influence of cognitive science is developing and what future directions it may take as a theory of instruction. The discussion of the recurrent findings and the prevalent themes emerging in cognitive science includes: limited-capacity learners; the role of prior knowledge in learning--schema theories of reading and…

The ability of 616 students (grades 4-9) to apply the ratio concept in a simple measurement and prediction task was investigated. Responses were classified into 11 categories. Results showed those not using proportional reasoning had access to alternate procedures that reflected individual cognitive style rather than Piagetian developmental level.…

Instead of attempting to manufacture assembly-like solutions to educational problems, it is necessary to search for, study, and capitalize on the natural potential and growth facilitating capabilities of good teachers and good classrooms that already exist. (EH)

This article discusses cognitive development as a primary educational objective and focuses on three cognitive processes: the prepared mind, the attending mind, and the processing mind. (PD)