Presents some general ideas about teaching and learning, involving the characteristics and effectiveness of education, students' learning practices, and teachers' performance and class load. Indicates that the teacher should set up conductive environments and help students get unstuck in their learning. (CC)

Research was done to investigate the interfunctional relationships between a child's ability to order a set of objects and the development of language descriptives used to describe differing aspects of a group of objects which had been ordered. Results show that mean age of concrete operation acquisition is 7.1 years. (Author/JB)

Reflective teaching is indeed less structured than traditional education because it involves the students more meaningfully in the selecting and planning of learning experiences through cooperative teacher small group interaction. (Author/RK)

A discussion of experiments with four-year-old children posed with the paired-associate task of learning where nine different animals lived, using apparatus designed for self-instruction through picture matching. (Author)

Teaching strategies intended to foster imagination and affective learning are discussed including sensitizing children to linguistic imagery, involving students in the learning experience, using visual arts like sculpture and painting to stimulate creative thinking, and stimulating appreciation of nonverbal expression through color and light…

The inadequacies of the accountability system California legislators have required California schools to adopt are discussed. (JB)

The core discipline of the evaluated fifth grade course which is applicable to secondary grades is anthropology; however, because man is the subject, the scope of the curriculum is interdisciplinary. The learning process is emphasized with methodology based on comparison and contrast. (SM)

Discusses the meaning behind children's art and what teachers can look for when analyzing art. (RK)

Concluding portion of a two-part article. (VM)

Research based on doctoral dissertation submitted at the University of Massachusetts. Experiment findings show that serial processes are present in recall and recognition for short-term and long-term storage. (DS)

Research supported by grants from the National Science Foundation, National Institute of Child Health and Human Development, University of Minnesota, and National Research Council of Canada. (DS)

Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)