A teacher offers six suggestions for giving students opportunities to exercise their commonsense thinking skills. This allows the teacher to ask rather than tell, listen rather than talk, and allows the children to provide for themselves. (MT)

Although the application and acceptance of qualitative research have increased over the last decade, there is little empirical information about how one should learn qualitative methods. This paper describes a reflective strategy for learning the methods of qualitative research that draws on experience in a graduate qualitative methods course and…

This article describes LEARN, a five-step plan to help students with disabilities succeed on tests. The steps include listen for hints, clues, and important information; examine notes, books, and papers; apply study and memory strategies; review every night; and nail the test. The benefits to using this approach are reviewed. (CR)

Discusses learning strategies for preparing for tests. Highlights the importance of organization of knowledge and reviewing. (JRH)

Studied whether a recently developed mnemonic strategy could be used more independently by middle school students. Results of 2 studies involving 48 and 70 seventh graders show that students did not create their own memory-enhancing visual images in the absence of instructor-provided interactive drawings. Results support the view that less…

Reports on a qualitative study conducted in the Japanese foreign language context about good foreign language learners, in which strategy use is analyzed in 67 books reporting on "how I have learned a foreign language." Results suggest that there are strategies especially favored in the Japanese foreign language context and that the issue of some…

Considers how preceding articles by Jansen and van der Maas, and Halford et al., contribute to understanding of how rule use can be best assessed, how systematic rule use can be reconciled with variable rule use, when children begin to use rules, and how children generate new rules. Summarizes current understanding of development of knowledge…

Empirical evidence indicates that learning in many organizations is simple rather than complex, and many organizations seem to be unable to reflect on and draw from learning processes. An ecological broadening of perspectives is recommended as a solution. (SK)

Explores logarithms of negative numbers spurred by an unanticipated result given by a calculator. Shares the perspectives of the teacher and the teacher-as-learner. (Author/NB)

Describes the characteristics of young children as they develop problem-solving skills and strategies. (Author/NB)

Presents five guidelines for helping students retrieve declarative memories in the context of geology activities. Based on research findings on brain function from the fields of neuroscience and psychology, the activities provide opportunities for students to practice using cues to enhance memory. (DLH)

Discusses how the conceptual apparatus and modus operandi of games theory provides a research heuristic for understanding the strategic possibilities inherent in typical classroom situations in which the interests of students and teachers are partially concurrent and partly in conflict. Also discusses the preconditions for contracts between…

Discusses instructional practices to help college students with learning disabilities, showing how models of self-regulated learning characterize knowledge, beliefs, and skills that students with learning disabilities need to succeed in school and presenting the Strategic Content Learning (SCL) model, which promotes self-regulated learning. The…

Presents aspects of the traditional ISD (Instructional Systems Design) process that may change when moving a learning object strategy. Compares a traditional ISD process to a process that has been customized to fit the design, development, implementation, and evaluation of learning objects, regardless of how they are used as a performance…

Discusses the differences between training, which usually focuses on more specific job skills, and teaching, which is usually more concerned with acquiring declarative knowledge. Suggests training should be made more like teaching, focusing more on understanding, emphasizing intrinsic goals of learning, problem solving, and subject-specific…