Discusses three philosophical pillars that support collaborative learning: "spaces of appearance," active engagement, and ownership. Describes classroom experiences with collaborative learning supported by these pillars. (PRA)

Research on student learning was synthesized to establish the association between context-dependent study "orchestrations" and learning outcome, and between "deep" perceptions of learning context and learning outcome. It was concluded that academic success is associated with well-defined meaning orchestration and a holistic perception of learning…

Discusses limitations of current instructional design theory and suggests new approaches that should be emphasized. Constructivist theories of learning in cognitive psychology are described, research into student learning is reviewed, and the systems approach is discussed in conjunction with the use of objectives. (47 references) (LRW)

Describes the use of student-generated questions to enhance learning in a freshman-level communication skills course. As class exercises, students were asked to develop questions about an assigned reading, to analyze the questions, and to map the questions to identify important textual elements and various levels of thinking about the text. (DMM)

A look at curricular reforms and reflection on the evolution of a kindergarten language arts curriculum lead to a description of how one teacher integrated several theoretical perspectives in her practice. An ongoing dialogue between teachers and theorists, researchers, and policymakers would foster a more comprehensive view of the learning…

The more time and effort that a technology education teacher takes to make facilitative responses, the more the student will take responsibility for learning outcomes. Responses focusing on feelings, attitudes and values, clarifying and supporting, and questioning and supporting provide a basis for counseling and interacting with students. (JOW)

Proposes that teaching methods be changed to move away from a positivist model toward an ecological model. Discusses three assumptions for future practice involving holism in environmental studies; the role of values in environmental studies; and the process of learning. (Contains 26 references.) (MDH)

Reviews research and instruction using think alouds. Notes that teachers using think alouds to model strategies implies a model of learning in which teachers construct knowledge and transmit it to their students. Suggests that using students as think aloud models represents a more recent theory of knowledge as socially constructed and represents…

Whether knowledge of cognition affects regulation of cognition was studied with 115 college students assigned to differing levels of self-monitoring ability. Results suggest that most college students possess metacognitive knowledge about their learning, although many do not use this to improve their regulation of test performance. (SLD)

Discussions about educational productivity need to recognize that students are producers of their own learning. Equating students with workers, intensifying curriculum requirements, and professionalizing teaching are insufficient. The best strategies involve treating students as capable persons, capitalizing on their knowledge and interests, and…

According to the late Ralph W. Tyler, the purpose of life is learning. The school's role is to help children (and adults) discover scholarly activity. Teaching is a complex process that requires continual learning. The goal is to become self-directed learners. Cooperative problem solving is best pursued independently of outside financial…

Studies conducted at the Institute for Research on Learning demonstrate that, at work, people learn by doing things together. Communities of practice--groups that develop and share ways of doing things--are fundamental elements of learning organizations. (SK)

Discussion of professional development for teachers in higher education highlights developing professional practice, including the Kolb Learning Cycle; the elements of professional development; the Staff and Educational Development Association (SEDA) accreditation scheme in the United Kingdom; essential processes and structures for professional…

Explores the use of oral and written discourse by two teachers in a graduate educational-studies program as they constructed knowledge about teaching and enacted the teaching-learning dialectic. The case studies examine the two teachers' motivations for entering graduate school, their individual processes for learning, their elaborations of…

Reviews theoretical and research literature on learner strategies and self-directed language learning, particularly concerning the role of metacognitive knowledge in learning. Argues that too little attention is given to the function of metacognition in language learning. Practical implications for second-language instruction are discussed.…