Students can benefit from being aware of the processes they use in learning. Teachers can tell students the names of the strategies and the rationale for each and can allow students time to formulate their own questions. Using the Taba method to teach about India is shown as an example. (MLF)

This article examines the literature on achievement effects of practical applications of grouped-based mastery learning in elementary and secondary schools. The review found no evidence to support the claim that mastery learning improves student performance on standardized achievement measures. (RB)

In this rejoinder, R. Slavin responds to a broad range of technical and philosophical issues about his use of best-evidence synthesis to research the effectiveness of mastery learning. (RB)

Teachers can increase the written production of learning disabled students by using mnemonic strategies when planning and teaching written expression skills. The STARS (Structure Talking Assistance Reinforcement Self-Management) procedure is designed to provide the motivational remediation that encourages students with limited writing skills to…

Discusses a variety of lessons that one teacher learned from reading the story John Wain's "A Message from Pig-Man." Describes the central importance of story or anecdote as a means of groping toward a recognition of oneself and one's experiences. (JD)

Reviews how a sophomore class of gifted students selected a subject for their learning logs; tells how to write a learning log; offers ideas on evaluating learning logs; presents student reflections on the use of learning logs. (JK)

Long-term retention of new vocabulary meanings acquired through keyword or semantic-context methods was assessed in two experiments. College students learned 30 English vocabulary-meaning pairs. They were tested on cued-recall performance one week later. Although the keyword method facilitated initial learning of the vocabulary meanings, it did…

Discusses the progression of critical thinking skills from least difficult to most difficult. The hierarchy begins with "basic abilities," the next level is creativity and critical thinking, and the highest level is "problem solving." The entire process is called metacognition. Includes a chart outlining the developmental sequence and a list of…

Describes the use of microcomputer database management systems to facilitate the instructional uses of learning strategies relating to information processing skills, especially recall. Two learning strategies, cross-classification matrixing and node acquisition and integration, are highlighted. (Author/LRW)

Analysis of the spelling errors of three college students with varying writing abilities and a history of spelling problems suggests that students must be taught spelling remediation along with vocabulary development and writing, with emphasis on helping students understand the underlying logic and regularity of the writing system and effective…

Describes a project in which different kinds of pictures were used to promote children's thinking and language skills. (FL)

Argues that comprehension-monitoring strategies (e.g., establishing learning goals, assessing the degree of goal achievement, and modifying strategies to better meet goals) enhances student success. Describes an experimental course for teaching these learning strategies, the training and instructional methods used, key variables in the…

Five teachers used exploratory talk as a tool for learning as they developed policy concerning the use of writing across the curriculum. Transcripts were analyzed for development of scientific concepts (learning) through increased use of specialized vocabulary (language growth). (Author/MT)

Discusses several aspects of the relationship between teaching and learning in a way that may possibly stimulate thinking in the same manner as learning hierarchies, stage theory, and the abundant use of metaphor. (Author/JN)

This study focused on the developmental ability of 5, 7, ll, and 19 year olds to use a cognitive strategy to recall a series of eight movements under conditions of randomness, order, or randomness with training to organize. Results are discussed. (Author/MT)