Outlines basic concepts about how the brain develops and considers how Head Start teachers and parents can take full advantage of the brain's multisensory learning approach to develop more effective ways to interact with children. Focuses on the critical developmental period for stimulating neurons and developing neural connections. Suggests…

Introduces articles in the special "Kappan" section drawing primarily on data from an ongoing longitudinal study (the Illinois Middle Grades Network), Indiana's middle Grades Improvement Program, the national Middle Grade School State Policy Initiative, and Michigan's Middle Start Initiative. Each project used Robert Felner's Middle…

Describes sociological exercises to identify ways to help students and teachers interact in the intellectual process. Notes four sociological themes for the exercise and four practical benefits. Focuses on gender issues, public and private issues, race and ethnicity issues, social class issues, and age related issues. (KDR)

Asserts that concern for academic success across the curriculum should extend beyond raising test scores. Contends that in the wake of the terrorist acts of 9/11/01, issues of public security and civil liberties present an opportunity for teachers to teach the Constitution and its amendments in an effort to fight citizen ignorance. (SD)

Examined the intellectual development of 74 preschool children for contributions of family size, birth order, socioeconomic status, ethnicity, and parent-child relationships. Found that socioeconomic status and warmth of the father-child relationship made significant, positive contributions to children's intellectual development. Found support for…

A jaded education professor deplores the endless memorization, mindless assignments, and incessant testing going on in high school classrooms, to the exclusion of intellectually and aesthetically challenging pursuits. He refuses to devise another strategic plan, restructuring, or curriculum standard. Schools must strive to enculturate youngsters…

This paper advocates a philosophy of science teaching that embraces intellectual conflict, suggesting that it is important to engage students in productive intellectual conflict in order to teach for conceptual change. Presents two approaches that could actualize the philosophy of "teaching the conflicts" within science instruction. (SM)

The stories of two British students in transition to postcompulsory education show how one reflected upon and was transformed by actions in the new environment. Learning and work experiences were a form of cultural apprenticeship, a social learning process that transcended relationships in formal educational institutions. (Contains 40 references.)…

Outlines a model of mathematical understanding as a whole, dynamic, nonlinear, recursive growing process, entailing "folding back" for the reconstruction of inner level knowing. Presents examples from seventh graders' work. Discusses teacher awareness of student level of understanding, and implications for development of mathematics…

Effects of fenfluramine on autistic children, aged 7-16, were examined in double-blind testing with placebos. Serotonin levels, intelligence and behavior tests, videotaped free play data, and other tests were used for assessment. Serotonin decreased with administration of fenfluramine, and increased with reinstatement of placebo. No tests…

The problem of student ignorance is really about adult ignorance of how to achieve thoughtful and long-lasting understanding. We will not escape our predominantly medieval view of curriculum, premised on knowledge as static and finite, until education learns the lessons of modern intellectual inquiry. Curricula should be organized around essential…

Discusses young children's dialogue and ways in which children learn when they talk with other children and with adults. Children's language is characterized by wondering; teachers can learn to be sensitive to this wondering and can learn the art of dialogue with young children. (RJC)

Instead of being devices for measuring what students have learned, tests should be instructional--the central vehicle for clarifying and setting intellectual standards. To regain control over testing and instruction, schools need to rethink their diploma requirements and grading systems. Then school transcripts will become trustworthy again.…

Responds to Myra Kogen's article, "The Conventions of Expository Writing" (JBW; v5 n1). Discusses several misunderstandings about models of intellectual development. Argues that developmental schemes are useful when interpreted cautiously, but risky if used to classify a student's intellectual development. (MM)

Review of research on the academic performance and intellectual ability of adult college students provides evidence to reject two common stereotypes of adult students: (1) that they lack basic skills for effective studying, and (2) that they are impaired in studying by intellectual deficits associated with the normal process of aging. (MSE)