Responses from 72.4% of 65 management training participants were used to examine the relationship between learning behavior (meaning oriented, instruction oriented, planned) and learning opportunities (transitions, tasks, obstacles, support). Obstacles increased instruction-oriented learning; transitions increased meaning-oriented learning.…

Assesses whether concept maps used with diabetic patients could describe their cognitive structure, before and after having followed an educational program. Involves 10 diabetic patients and shows that concept maps can be a suitable technique to explore the type and organization of the patients' prior knowledge and to visualize what they have…

Presents a study aimed at exploring (a) developmental pedagogy perspectives in early childhood conceptions of shape in space, and (b) evaluating the teacher's work in terms of what is of benefit to children from being involved in this approach to learning. (MM)

Describes new developments in formative assessment and challenges for the educational community. Asserts that many current assessment practices that serve certification and prediction functions well are not well suited for improving learning. Calls for alternative approaches to assessment, rooted in cognitive theories of knowledge and learning,…

Traces the origins of experiential learning in the work of Erasmus, Rousseau, and Dewey. Points out problems in Dewey's theory of experience. Explains four learning strategies that define experiential learning as meaningful learning. (SK)

A narrative approach can eliminate the shortcomings of stage and phase models of adult development. Narrative is based on constructivist epistemology and central to human meaning making. Time and narrative are integrally related; narrative is historical and can be understood as interpretation of life stories. Individual and cultural narratives are…

Attempts to learn more about memorable experiences associated with science field trips by conducting a 1-month and an 18-month evaluation of elementary school students who had participated in an environmental science program at a community park in a Midwestern city. Concludes that students' memories were nonspecific and disassociated from…

Explores the differences in nature and origin between two constructs that are used in the contemporary professional literature to explain the processes and consequences of language learning: i + 1 and the Zone of Proximal Development (ZPD). Each construct is situated with respect to its history and to the fundamental assumptions it makes about…

Explains what successful scaffolding requires and discusses three problems that teachers have when using scaffolding. (YDS)

Describes how the author intentionally exploited students' strengths with linguistic play to allow them to use those strengths in processing their learning through literature and textual response in various content areas. Shows how informed teachers can use inventive language-play (especially limericks) as an important literacy-related strategy…

Analyzes teaching and learning processes of Web-based instruction (WBI) as shown in recent literature, and develops a theoretical framework of WBI using an existing distance education theory called Transactional Distance Theory to provide a better understanding of the pedagogical components of WBI. Discusses emerging learner collaboration and…

Richard Rorty, in his "Consequences of Pragmatism" (1982), acknowledging the pragmatic direction taken by both modern and postmodern philosophy, declared that "James and Dewey were not only waiting at the end of the dialectical road which analytic philosophy traveled, but are waiting at the end of the road which, for example, Foucault and Deleuze…

A revised methodology is described for research on metacognitive monitoring, especially judgments of learning (JOLs), to investigate psychological processing that previously has been only hypothetical and unobservable. During data collection a new stage of recall occurs just prior to the JOL, so that during data analysis the items can be…

This study investigated supervisees' perceptions of the learning processes and outcomes of professional supervision. Two hundred and sixty-four psychology graduates involved in the process of professional supervision for registration responded to a mail survey regarding their supervisor's approach to supervision, their own approach to supervision…

The original meaning of pedagogy is grounded in the relational and intentional responsibility of adult to child. The vulnerability of the child calls forth a loving attitude from the adult, as pedagogue, that is directed toward the physical security and the social, emotional, and educational well-being of the child as student. The lived…