Discusses how networking provides an effective means of learning about one's environment and of gaining help and support in improving it. The process of networking is examined through case studies. The difference between networking and organizing is also discussed. (CT)

Explains how antonymy (opposition) can offer another approach to vocabulary development in a classroom situation. (HOD)

Intergroup cooperation and competition were compared to determine if they promoted systematic differences in interaction between majority and minority students. Results indicated that the intergroup cooperation condition produced increased numbers of cross-ethnic relationships. (Author/DF)

Discovery and expository learning were compared in a study of independent and dependent learners enrolled in a college chemistry course. Discovery learning was found to be superior for both groups of learners, with independent students performing better than dependent students using discovery learning. (Author/DF)

A college study examined whether students' ability to learn FORTRAN was related to the characteristic way they separate and organize information. Results and implications for further study are offered. (DF)

Printing and writing skills and their interaction were studied to discover if teachers should not teach cursive writing to students with poor printing skills. Writing samples were analyzed using a diagnostic inventory that focused on major elements of form and neatness. Results are discussed. (Author/DF)

The author introduces the concept of development education as a response to what he calls the "morally unacceptable fact of poverty, inequality, and human misery amidst the plentiful resources of the world." He describes the work of Oxfam America, which operates in the Third World to improve living conditions while promoting community…

An important issue for adult education teachers is the capability of the instructor to choose appropriate methodology to suit both the student and situation. A review of research dealing with adult learners is presented along with implications for adult preparation programs. (DF)

Discusses strategies involved in learning the languages used in technical areas. (FL)

Many teachers working in proficiency orientated institutions, whether they work in national, local teaching contexts or global ones, find themselves confronted with a heavily loaded curriculum, often split into language and separate skills, and a very limited time frame to work within. This dilemma often leads teachers to what seems to be an…

We extend an earlier study on the role of memorising in learning science with three case studies on mathematicians' experiences as learners of mathematics and their views on memorising in students' learning. Each report reflects a different view of memorising--from a minimal role in learning mathematics, to a "stepping stone" role to memorising as…

This chapter examines research on the cognitive processes involved in mathematical problem solving. The introduction includes definitions of key terms and a summary of four cognitive processes used in mathematical problem solving: (1) translating; (2) integrating; (3) planning; and (4) executing. Examples are then provided and exemplary research…

This study explores the nature of teacher learning within the broader context of increasing state-level accountability, applying Levi-Strauss' bricolage metaphor to teachers' workplace learning. Based on the assumption that "problems of practice" serve as catalysts for learning, it addresses how teachers define and solve problems in…

Previous studies stressed the importance of half as an anchor in performing proportion and probability tasks. Thus, it can be supposed that this reference can help children when adding fractions. This possibility is examined in this investigation, contrasting two situations: one in which half is presented as an anchor during the solution of adding…

Enriching, engaging, rigorous, meaningful--these are the learning opportunities that are interwoven in this book. In classrooms at various times, teachers find themselves wondering if students are grasping the content. Do they really understand? In this publication, the authors use the ideas of Howard Gardner as a guide in designing curriculum and…