The author discusses three aspects of the theory of knowledge: propositional knowledge, practical knowledge, and experiential knowledge. He also discusses problems of research in the field. (JOW)

Highlights the dichotomy between adult learning theory and current patient education practices. Suggests a need for increased awareness of the role of medical and allied health staff as adult educators. (JOW)

This study was made to validate results obtained in laboratory research. Thirty female students learned three badminton serves in either a low, mixed, or high interference practice schedule and were given a retention and transfer test. Results are discussed. (Author/MT)

Notes that early research on using computers for teaching reading was restricted by the current theories on how reading is learned but that recent developments reveal exciting possibilities for using computers in reading. (FL)

The author, an English teacher, presents his views on mathematics teaching. He then discusses themes of learning theories and structure, where advances in the understanding of language and learning may suggest ways of improving mathematics teaching. Suggestions for reformation are included. (MNS)

This is a review of articles on different subprocesses in academic self-regulation, self-systems, instructional context management, socialization of children, metacognitive functioning, and self-verbalization. Conclusions show relevance for self-regulated learning theories in research design and in directing students toward self-reliance. (JAZ)

The role of mental discipline theory in the history of mathematics education is considered. The author argues that we now remember mental discipline theory only as a caricature of what it was; moreover, it persists among both teachers and researchers. (MNS)

Reviews C.A. Bowers's book, "The Promise of Theory: Education and the Politics of Cultural Change." Summarizes Bowers's central arguments concerning modernity, the relation of schooled knowledge to the nature of all cultural knowledge, and usefulness of the sociology of knowledge to improving instruction. (KH)

Explores the "language/learning connection" as it relates to certain basic elements of the learning process and the development of language proficiency. Provides a new conceptual framework that links language proficiency, language acquisition, and learning. Analyzes the implication of this construct for learning through use of one's primary…

Discusses development of Didaktik, a teaching and learning theory which investigates relationships between disciplined-based and general teaching theories; discusses the need for concretization of general teaching models in terms of discipline-based teaching theory in distance education; and postulates the necessity of a theory of distance…

Examines the research and theory of invented spelling, then looks at ways teachers can use it in their classrooms. (FL)

Discusses the challenges of translating definitions of reading found in research into classroom practice. (FL)

Describes the general principles of a nonexperimental learning theory-based courseware evaluation which calls attention to instructional sequences in the courseware to determine if the sequence is programed around learning principles. The results of using this type of evaluation for two computerized training devices are summarized. (MBR)

Aims to clarify the distinction between elicitation and reinforcement discussed in Bloom (1984); to make explicit theoretical and methodological assumptions about the experimental analysis of infant behavior as shown in components of Poulson (1983); and to clarify differences in interpretation of other infant vocal conditioning research.…

Surveys three current perspectives on audience, exploring the strengths and weaknesses of each without arguing for the superiority of one view. Provides a conceptual framework that will clarify some of the things composition theorists can mean when they talk about the writer's audience. (FL)