Outlines an array of learning strategies for improving the academic performance of at-risk social studies students. Drawn from special education research, these strategies are directly applicable to at-risk students and focus on improving the acquisition, storage, and expression/demonstration of academic content. Suggestions for implementation of…

Reports on the realization that science is boring to large numbers of students. Focuses on work with making science more interesting. (DDR)

Describes the development of Simple Projectiles Lesson And Test (SPLAT), an interactive multimedia presentation that targets students aged 16 and older and focuses on teaching the fundamental concepts of physics with a simple and exciting approach, and filling in the gaps of school physics curriculum. (YDS)

Indicates that boys and girls differ in physics instruction. Suggests that boys achieve higher grades and are more interested in learning physics than girls. Claims that boys and girls hold different notions of what it means to understand physics: girls seem to think that they understand a concept only if they can put it into a broader world view.…

Introduces Microburst Teaching and Learning, a strategy for combining various teaching styles and methods in 'bursts' with different learning styles to enhance the learning process. The model accommodates adult learning theory, adult attention span, learner motivation, the variety of learning styles found in learners, and the need for efficiency.…

Discusses an alternative teaching approach that incorporates action learning principles along with authentic project-based methods into the full-time study of instructional design. Describes the implementation of action learning principles within a graduate program in instructional technology at George Mason University. (Author/LRW)

The educational literature recognizes that people go through a number of stages in their intellectual development. During the first stage, called "received knowledge" or "dualism", people expect knowledge to be handed to them by authority figures (thus "received") and think in terms of black and white (thus "dualism"). Our experience indicates…

To involve learners in any form of distance instruction, we ask them to cope with multiple environments. In web-based instruction (WBI), there is the technology environment and the learning environment. Learners must cope with these environments apart from the instructor and most technical support. To make the instruction available at any time and…

First graders (N = 323) participated in an evidence-based classwide reading program (Peer-Assisted Learning Strategies; PALS). A dual-discrepancy approach was used to identify 56 children whose reading performance and growth rates were substantially below those of average readers, indicating they were not responding sufficiently to PALS. This…

This research study used grounded theory in an attempt to explain how 10th-grade public school students in average and advanced classes used strategies to learn material in their high school social studies classes. This study sought to understand the strategies that students used to learn information, the frequency of their strategy use, and the…

Understanding history is a challenge. In order to provide teachers with a tool that can help students acquire the knowledge and skills necessary to interpret primary sources and reconcile various historical accounts, the authors developed the SCIM-C strategy. Grounded in research on teaching and learning history and building upon Riley's layers of…

There has been a considerable growth in the use of flexible methods of delivery for workplace learning and development. However, in designing programmes of flexible learning there is often the assumption that learners will exhibit uniformity in the ways in which they process and organise information (cognitive style), in their predispositions…

In this era of high-stakes testing, many teachers feel forced to aim instruction toward what will be assessed and ignore what students really want to learn. Publishers create materials guaranteed to boost students' test scores, but they neither broaden students' understanding nor increase their interest in learning. When the textbook becomes the…

Meta-analyses of 33 studies were conducted to examine (1) how much the combination of taking and reviewing notes contributes to school learning, and (2) whether interventions in the note-taking/-reviewing procedure enhance note-taking/-reviewing effects, and if so, how much and under what conditions. Syntheses of findings from…

This paper focuses mainly on theoretical frameworks for understanding and investigating informal learning in the workplace, which have been developed through a series of large- and small-scale projects. The main conclusions are included but readers are referred to other publications for more detailed accounts of individual projects. Two types of…