Argues that the debate about media attributes versus instructional methods should be shifted from instruction- and media-centered to a learner-centered conception of learning. Learning with media should be explored on the macro level (where learning is situationally dependent) and on the micro level (where design should support, instead of…

This paper urges special educators to be wary of borrowing fashionable rhetoric of postmodernism to justify constructivism in the reform of instruction and curriculum without disentangling accompanying constructs and values. There are higher stakes for special education, particularly in national curriculum and testing reform, that accompany…

Compared are the van Hiele levels of geometric thinking and the geometry curriculum recommended by the National Council of Teachers of Mathematics Curriculum and Evaluation Standards for School Mathematics. Activities which illustrate the various levels are provided by grade level with procedures. (CW)

Argues for expanding the present discourse on developmental appropriateness on the grounds that this discourse assumes consensus about child development; is premised on a suspect notion of broad, universal stages; and ignores alternative perspectives on learning and development and the relationship between the two. (LB)

Presents an overview of the debate on teacher-directed, academically oriented instruction, as opposed to child-centered, developmentally appropriate, self-motivated learning, for preschoolers. Provides background for contrasting views and contemporary thinking and discusses influences on the debate. (SH)

Explores the learning experiences of college students in an Introduction to Philosophy course and the learning experiences of research collaborators themselves. Finds that learning involves juxtaposing conflicting ways of knowing and that learning occurs when authority for knowledge is redistributed. (PRA)

Reviews both the library and the training literature to investigate methods for developing skills for effective library instructional presentations. Examples from the Xavier University (Ohio) library are included in discussions of teaching effectiveness, learning theories, adult learning, active learning, the use of humor, and psychological…

Examines the advisability of public school adoption of integrated learning systems (ILSs). Topics discussed include computer networks; alternatives to ILSs, including stand-alone microcomputers and networks without ILSs; ILSs and theories of learning and teaching; turnkey systems; and ILSs and the profit motive of vendors. (17 references) (LRW)

Presents a prescriptive model for the instructional motivation of adults. The theoretical framework that combined adult learning theory with the ARCS (Attention, Relevance, Confidence, Satisfaction) model to create two motivational needs-assessment instruments is explained, and a study that surveyed adults to determine their perceptions of…

This article illustrates the theoretical and empirical basis of cognitive strategy instruction and compares this basis to major principles of constructivism. Illustrations of self-instructional and other cognitive strategy instruction models are presented in the areas of reading comprehension, written language, and memory. Maintenance,…

Reviews studies on the whole-language approach of pairing reading and writing courses to enhance the learning in both. Describes a study of 154 students enrolled in basic writing. Results suggest that simultaneous enrollment in a reading class will not significantly influence ability to pass basic writing. (PAA)

Several researchers' assumptions regarding social skills of individuals with learning disabilities are refuted as representing an "either/or" empirical view. A postmodern view is presented, contending that exceptionalities are differentiated by looking at the quality of behaviors and possible antecedents rather than comparing them quantitatively,…

The Learning Cycle Model presented is an attempt to build an articulated sequence of instructional activities that foster in-depth understanding of a complex natural phenomenon through many direct experiences that include student-generated inquiry, involve student-generated explanation and interpretation, and enrich the developed network of ideas…

Discusses some scaffolds or prompts for helping students to ask themselves better questions about science topics. Presents some teacher questions that test and develop some core thinking skills. (PR)

Reasons for not using generative learning or inquiry-oriented strategies in teaching include the fact that it takes too much time to develop appropriate materials and the instructional pace is too slow. This research studies the thinking of elementary teachers concerning a generative learning model of instruction as they developed unit plans for…