Argues that colleges need more than new techniques to engage students; they must transform college culture. Stresses that teaching and learning be the main topic of conversation, and that such conversations should be more informed and more information-based. Teaching itself can be viewed as substantive, intellectual work. (RJM)

Ninety preservice teachers completed the Learning and Study Strategies Inventory (LASSI), a diagnostic inventory of 10 scales, before and after an educational psychology course that included learning strategies instruction. By course completion, student LASSI mean scores improved on six scales but continued to show a need for remediation. Scores…

Describes a graduate seminar on race and ethnicity in the teaching of chemistry. Tables show representative titles from the course bibliography and course announcement for Chemistry 901, covering such issues as the culture of science and multicultural teaching strategies. Discusses course requirements and syllabus. Concludes with course feedback…

Describes the learning cycle and some strategies that teachers can use in their classrooms to make the transition to the learning cycle less stressful. Includes tips on how teachers can effectively change roles during an activity and how they can alter laboratory formats to enhance student learning. (DDR)

Reports on a study that examines the beliefs and attitudes of prospective primary school teachers with respect to the learning and teaching of mathematics. Concludes that some of these beliefs impede reform efforts. Contains 16 references. (DDR)

Describes a project involving student journal writing designed to examine middle graders' mathematical thinking and disposition. Teachers gained insight into students' conceptual and procedural knowledge and attitudes toward mathematics. Students' responses suggested that they found journals to be a way of sharing their thoughts about mathematics,…

Although inquiry has been identified in recent Scottish curriculum documents for young learners, no considered approach has examined what it means for practice. As a first step toward building inquiry into elementary curriculum planning, a working model of inquiry is outlined from the perspectives of the learner and of the teacher supporting…

Contends that institutional education, concerned with standards and consistency of evaluation, should be balanced by the importance of raising awareness about environmental issues. Advocates experiential learning to give meaning to life which can help students adjust their behavior. Encourages teachers to model learning behavior with students,…

Discusses research related to the impact of residence hall programs on student learning. Examines the educational potential of residence halls and suggests ways to develop community. Reviews 19 programs focusing on student learning, grouped under approaches such as faculty involvement, first-year experience, theme housing, residential colleges,…

Provides an empirically supported rationale for increasing student learning rates by improving the efficiency of learning trials. Describes several procedures that have been shown to improve learning rates without increasing the time allocated for instruction. Examines learning mechanisms that may be operating to improve student achievement. (RJM)

Advocates inclusion of moral issues as part of curriculum planning. Argues that children need encounters with moral issues as part of their schooling experiences. Presents four metacognitive strategies for promoting moral thinking about children's literature in language arts and beyond schooling. Includes recommendations for classroom…

Describes individual assessment cards devised by an English-as-a-Foreign-Language teacher in Japan. This system consists of giving each student her own individual assessment card at the beginning of each lesson. The focus of the information recorded on the card relates to the process of learning English. (Author/VWL)

Describes a shared reading experience with a student. Focuses on making connections and the student's engagement with mathematics. (KHR)

Describes learning-disabled algebra classes offered at Bergen Community College, their structure, teaching and learning strategies used in the classes, and successful outcomes. Concludes that students with learning disabilities can learn algebra when their environment focuses on their needs and learning styles. (KHR)

Investigates classroom control, self-regulation strategies, and academic achievement of sixth-grade students (n=302). Hypothesizes that a combination of teacher and student control affects student mathematics achievement. Finds that achievement and self-regulation depended upon classroom processes. Includes references. (CMK)