Argues that a reading program must focus on teaching what it is attempting to teach--reading--and that the extent to which the language strand contributes to reading ability is the extent to which it is justifiable in the reading program. (FL)

Argues for the importance of applying theory to practice and reports on a study in which a teacher used process-oriented theories of writing in her classroom and found that they led students to examine their own writing processes more carefully and to become more excited about their writing. (FL)

A discussion of the history of error analysis in mathematics education research provides an overview of research published in German and Anglo-American publications since the early 1900s. (MP)

Investigated and confirmed is a correlation between grades awarded on the basis of students' ability to respond with higher-order cognitive processes in college biology classes and performance on Piagetian-type tasks, in which cognitive style dimension of field dependence-independence was assessed for each student. (CS)

This paper examines a specific educational game called "Popcorn Factory." First, it gives a detailed description of the game, then shifts the description into a critical hermeneutical framework, analyzing the deep structures at work in the "Popcorn Factory" according to the theories of Freud and Marcuse. (Author/SJL)

New knowledge on the evolution of the brain helps to explain human behavior and learning patterns. Threat is implicit in our school system, according to the author, and this atmosphere severely inhibits full use of the New Mammalian brain. (Author/WD)

Examines the writings of Howard McClusky and his power-load-margin (PLM) formula as the nucleus for a teaching-learning model that fosters mutual respect, shared responsibility, and a spirit of mutual inquiry in small groups or individualized learning experiences. Four phases which form the syntax of the PLM model are presented. (LRA)

Research evidence suggests that there are natural variations in children's learning, many of which can be categorized by age and sex. Educators must become knowledgeable about brain growth and its curricular implications. (SK)

The concept of equivalence is shown to be an elusive one that provides difficulty for preschoolers through college students. The idea persists that the equal sign is a "do something," or operator symbol, rather than a symbol for an equivalence relation. (MP)

Draws from perceptual and cognitive psychology to present a theoretical basis for the principles of interpretation developed by Freeman Tilden. Emphasized is cognitive map theory which holds that information units people receive, code and store are structured into cognitive models intended to represent the environment. (Author/WB)

An important connection exists between the problem of aesthetic justification and the problem of aesthetic concept-learning. A better understanding of the process by which we learn aesthetic concepts will provide us with a better understanding of how we can be justified in certain of our aesthetic beliefs. (Author)

Explores a methodology for determining if young children's responses to a specific training procedure could be identified as "learning" or "development." Twelve nonconserving kindergartners were administered a standard conservation of substance task, and three variations of the same task. (CM)

The author discusses the importance of the study of the contour of form and of a review of how music elements affect contour when studying jazz composition. When this has been mastered, students can begin the study of style. (Author/KC)

This article investigates how adults attain concepts, how instructional materials can be designed for adults, and how instructional messages related to concept attainment can be delivered to adults. An extensive bibliography is attached. (RAO)

The author has developed a graduate art education course to teach students to use the tools of artistic integration as well as those of scientific analysis in the development of theory about art education. Much of her article concerns various theories on disciplinary structures and modes of knowing. (Author/SJL)