Defines the concept of autonomous learning. Presents the Strategies Program for Effective Learning/Thinking (SPELT), including its underlying assumptions, instructional model, teacher training procedures, research findings, and anticipated future development. Research results include implications for learning-disabled and gifted students. (KS)

High school chemistry students' (n=183) applied and theoretical knowledge of dissolution, diffusion, effusion, and states of matter were compared. Study found that students' formal reasoning ability and their preexisting knowledge are associated with their conceptions and use of particulate theory. A significant difference between applied and…

Delay and completeness of verbal information feedback were investigated within a transfer of learning paradigm involving concept formation. An experiment with 192 undergraduates indicates that, although delay of feedback (up to 30 seconds) slows speed of learning on the initial task, it has positive effects on the transfer task. (SLD)

Argues that, during writing instruction, students must be given the opportunity to go public with their composing processes. Discusses the theoretical structure of Robert Zoellner's pedagogy, and recommends its use for teaching the writing process. (PRA)

Examines Robert Zoellner's talk-write pedagogy in the context of what composition researchers and theorists are saying, with the aim of showing the cogency of Zoellner's ideas. Examines his application of the tenets of behavioral science as the basis for his talk-write pedagogy. Discusses modeling and the question-and-answer of the pedagogy. (PRA)

Dynamical systems theory can increase our understanding of the constantly evolving learning process. Current research using experimental and interpretive paradigms focuses on describing the attractors and constraints stabilizing the educational process. Dynamical systems theory focuses attention on critical junctures in the learning process as…

Discusses collaborative learning and group work. Asserts that teachers often put pressure on a group so that students cannot communicate freely. Suggests changing evaluative markers from good and bad to most outrageous, most thought provoking, and most humorous, so that students' creative energy can flow. Includes transcripts of student…

Discusses helping students understand cases and classes through knowledge modeling. Discusses classification and human cognition, and classification and pictorial knowledge models. Provides classroom extension activities. (SR)

Asserts that learning to write and teaching writing are acts of socialization. Argues that African-American students must aspire to the dominant culture in academia, as well as remain true to their own home culture. Offers strategies for students to employ in the process of exploring the context(s) of culture(s) which govern their language use.…

The articles of this issue argue that taking culture into consideration in research on learning can enhance understanding of a variety of phenomena related to learning. Discussion reinforces this position and further considers learning processes that are or are not determined by culture. (SLD)

Focuses on the writing aspect of the language arts curriculum. Introduces six-year-old Jameel, who illustrates a critical appraisal of an enacted curriculum. Rethinks the appropriateness of tensions between "process,""skills," and "heritage." Discusses the open, reflective stance of Jameel's teacher, who illustrates…

Describes several distinctive discourse features of typical information books written for young children by comparing them to book language in typical storybooks. Analyzes four kindergartners' repeated "pretend readings" of three typical information books to reveal the strategies by which these children learn the characteristic…

Kolb's Experiential Learning Model suggests that people differ in how they perceive and process information. Public agency training should incorporate knowledge of brain hemisphere dominance and learning style preferences in training design. (SK)

Compares children's learning from structurally equivalent television and print versions of two stories. Finds that children invested more mental effort in reading than watching television, but the reverse was found using reaction time as a measure; inferential learning does not go better with print at all times; and television and print are not…

Describes a classroom activity featuring a simple stay-switch probability game. Contends that the exercise helps students see the importance of empirically validating beliefs. Includes full instructions for conducting and discussing the exercise. (CFR)