Construction in and around a school building can be disruptive. With planning, communication, and a willingness to be creative, a school can run smoothly and construction can also be used as a learning opportunity for students. (MLF)

Explores the use of classroom exercises in a course on historical methods. Describes each of the exercises in detail: (1) focuses on facts and includes a processing activity; and (2) emphasizes points of view and includes a processing activity. (CMK)

Describes a fifth-grade art activity that offers a new approach to creating pictures of Aspen trees. Explains that the students learned about art concepts, such as line and balance, in this lesson. Discusses the process in detail for creating the pictures. (CMK)

Focuses on the interaction between a teacher and students based on relationships among the teacher, students, and the content in the instructional process. States that how the students meet the content is fundamental to learning. Includes references. (CMK)

Discusses the main language policies that have been implemented in the Peoples' Republic of China since 1949 and presents the learning experiences of six learners differing in age and language backgrounds. Suggests individual learning histories reflect the policy changes. (Author/VWL)

Describes ways in which young children persuade their peers during play. Also discusses ways in which preschool teachers can help children learn the skills of persuasion and help them make and keep friends. (BB)

Examines an unsuccessful student teaching experience that became a successful learning experience through a reflection and debriefing process. Relates this experience to the stages of a conceptual model of experiential education and emphasizes the need for structured debriefing in preservice teacher education. (SV)

Asks whether the computer is another channel of communication, if its interactive qualities make it an information source, or if it is an undefined hybrid. Concludes that computers are neither the medium nor the source but will in the future provide the possibility of a sophisticated interaction between human intelligence and artificial…

Summarizes responses of outdoor education practitioners and students to questionnaires covering the relationship between perceived risk taking and the learning process; the extent to which teachers encourage risk taking; the importance of experiential education; and interactions among fear, coping, and self-concept that affect learning. Describes…

Discussion of information filters focuses on the results of the first phase of a user study of a filter and describes the background, experience, and computer usage habits of the subjects before they began using the filter. Topics include e-mail; listservs; and information searching tools, including library online public access catalogs.…

Explains how proper preparation, including giving students specific tasks to accomplish, helps focus a museum or sculpture garden visit. Outlines two basic ways that a teacher might organize a tour: (1) by showing a progression from figurative to abstract sculpture, and (2) by discussing design concepts. Includes pictures of four sculptures,…

At lifewriting workshops held in Maine schools and senior citizen centers, participants learn to turn their memories into written vignettes. Writing memoirs helps older people celebrate who they have been and helps younger people explore who they are. (LP)

Describes several language experience activities involving sports to create meaningful and motivating learning experiences for primary students. Urges educators to provide activities based on students' interests to provide frameworks for the integration of reading, writing, and learning. (MG)

Proposes that music teachers should have their students practice during those spare moments during the school day by using a pencil instead of their actual instrument. Explains that students can practice chromatic fingerings, memorize short pieces of music, or review scales. Gives instructions on how to "pencil practice." (CMK)

Comments on cognitive universals related to preparedness and surprise and outlines Bernard Lonergan's account of the universal, transcultural experience of human knowing. Discusses the bodily action and repetition involved in ways of knowing and preparing to know. States that embodied knowing should be developed in cognitive studies related to…