Presents a preliminary analysis from a study designed to investigate the participation of students learning English as an additional language in primary school mathematics. Concerns how students make sense of mathematics classroom interaction. Describes and uses the findings of three patterns of attention in the process of two students'…

Focuses on learning to be, or forming an identity within communities of practice. Discusses activity theory, re-conceiving an activity system, and technologies that support learning within communities of practices; and illustrates concepts through community-based examples such as universities and schools. (Author/LRW)

Presents efforts in exploring new ways for designing innovative pedagogical scenarios to support learning about complex domains that involve the design of interactive learning environments (ILE) to integrate systems supporting alternative ways of interaction with simulations with an emphasis on support for shared interaction to mediate social…

An experiential learning model based on information processing is the foundation for the learning combination lock model, which depicts how six factors (or tumblers) may be selected and combined to develop effective learning opportunities. The factors are places and elements, milieu, senses, emotions, forms of intelligence, and ways of learning.…

Addresses the issue of code switching in the classroom and analyzes the roles and functions of the first language in the second language class. The observation of intra-sentential code switching shows complex learning ad communicative strategies and emphasizes the need to better understand these strategies and their role in the learning process.…

Presents a study of Australian undergraduates that investigated ways people perceive interactivity and the extent to which it adds value to the online learning process. Results showed students had specific expectations of interactivity that were consistent with theoretical frameworks of learning and provided insights for the design of online…

Discusses why experts from different areas of the learning sciences conclude that higher education's primary goals--enhancing long-term retention and the transfer of knowledge--depend on educators applying tested principles drawn from what is now known about human learning. Describes some of these principles. (EV)

Discusses the importance of genetic and epigenetic factors in the development of the nervous system and the performances it conditions. From the perspective of rules, play, and relaxation of rules, learning and education are not considered as a kind of conditioning but as providing a content in which the cumulative expression of potential can take…

Instructive feedback, which incorporates extra information and instruction in responses to students' work, appears to produce quantifiable strides in learning. Peer feedback has its limitations, but can effectively promote student-centered learning, encourages students to produce their work for a larger audience, and frees overworked teachers form…

Considers well-structured problems versus ill-structured problems and presents models for how learners solve them, as well as models for designing instruction to support problem-solving skill development. Information processing theories of learning, an emerging theory of ill-structured problem solving, constructivist learning, and situated…

Focuses on 9th grade students' difficulties in learning ecology. Identifies three dimensions as basic obstacles that might hinder students' meaningful learning in ecology: (1) the microlevel dimension; (2) the spatial dimension of ecosystem; and (3) the time dimension. Examines these dimensions in student understanding of the concept of food…

Reviews three types of collective learning networks, teams, and communities. Advocates learning communities as a powerful way to stimulate shared learning. Warns that, although technology enables networked learning, group dynamics are crucial and must be considered. Describes progressive inquiry and team roles as ways to support collective…

Makes the case that inner growth or learning takes place in solitude. Argues that educators have failed to teach solitude and provides examples of accomplishing this by teaching the humanities as arts. (Contains 23 references.) (SK)

T.S. Eliot's "Four Quartets" articulates a view of lifelong learning as a process of grappling with questions about identity and existence. This contrasts with the dominant policy discourse of lifelong learning as a straightforward task of acquiring government-sanctioned skills, knowledge, and attitudes. (Contains 44 references.) (SK)

Interviews with 8 adults aged 56-89 explored their learning experiences while traveling. Themes included learning about one's own character; learning to trust; acquiring knowledge of culture, humanity, and geography; and rediscovering home from a new perspective. (Contains 49 references.) (SK)