Examined effectiveness of cooperative learning strategy on on-task, academic, and cooperative behaviors of three self-contained classes of emotionally disturbed students. Results support conclusion that cooperative learning strategy led to increases in classes' on-task, cooperative, and academic behaviors. (Author/NB)

A study of fourth- and fifth-graders' critical thinking skills revealed that those subjects who participated in small-group discussions encouraging self-directed critical thinking skills were better able to apply the skills than were students who were asked to solve a problem individually. (Author/CB)

Illustrates that ethnographic research is not antipathetic to controlled experimental or quasi-experimental research. Argues that qualitative and various kinds of quantitative research need to be used in productive symbiotic relationships. (RAE)

Describes a Long Island, New York, school district's staff development project designed to improve student learning and thinking strategies by applying interactive and constructive learning theory. The three-year project focused on bettering reading instruction across the curriculum and used teacher-selected materials and demonstration lessons to…

A study of 114 sixth graders assessed the effects of a learner-control strategy involving choice of elaborative materials in a computer-based tutorial. Results of the study, which incorporated a task-persistence variable, indicate that persistence was related to performance and that learner control enhanced persistent subjects' performance. (TJH)

Examines the effect of cooperative learning strategy manipulations on the enactment and recall of a medical procedure. Reports that, in all groups, recall of the procedure was enhanced by prior performance, while performance was enhanced by prior recall in only two of the four groups. (MM)

Reports on the development and evaluation of a two-component mnemonic strategy for teaching hierarchical and specific botanical concepts. Reports that compared to traditional instruction, mnemonic instruction facilitates learning of both classification and characteristic information, as well as inferential thinking on a problem-solving task. (RS)

A service delivery model for language learning disabled adolescents is described. The model involves a daily classroom format which focuses on teaching language-based academic skills with an emphasis on learning strategies. Philosophical and historical rationales are presented, along with a curriculum implementation example. (Author/DB)

Ten mildly handicapped preschool children were taught to use problem-solving strategies to complete fine motor tasks. Qualitative and quantitative data indicated that the intervention had a positive impact on the task persistence of some children and that some children became more systematic in their approach to solving tasks. (Author/JDD)

Examines the functional characteristics of intelligent computer-assisted instruction (ICAI), proposes a structural model that defines expertise requirements for the development of an ICAI system, and discusses the requirements of a multidisciplinary cooperative effort for its development. Knowledge acquisition, learning needs, and instructional…

Presents a method for enhancing student understanding of negative reinforcement. Suggests a quiz be administered to determine students' degrees of misunderstanding. Introduces remedies for inadequate understanding. Urges the use of the consequence-grid matrix, delineating between negative reinforcement and punishment, and student analysis of their…

Discusses feelings of trainees resulting form performance intervention techniques, especially self-esteem and self-confidence. Performance technology is defined, learning aids and jobs aids are described, performance objectives and criterion referenced tests are discussed, and a new methodology for instructional design is suggested. (LRW)

Argues that strategic teaching develops learners who are independent and able to use a variety of learning strategies. Argues that by modeling learning strategies and verbalizing their own thinking as they learn, teachers can develop students who will become strategic learners. (RS)

Research relevant to improving instruction for learning disabled students with mathematical problem solving deficits is reviewed. Using a cognitive-metacognitive framework, techniques for teaching both specific and comprehensive mathematical problem solving strategies as well as techniques to enhance strategy generalization are presented.…

The article provides an overview of the study skill proficiency (or lack of it) of students with learning disabilities followed by the presentation of 15 study skill strategies. It concludes with a discussion on the implementation of a study skills program including guidelines. (Author/DB)