Discusses loop input, a specific type of experiential teacher training process that involves an alignment of the process and content of learning. This concept has gradually gained ground in English language teacher training since 1986 when the term was coined. (Author/VWL)

Presents a sampler of statements from "Principles and Standards for School Mathematics" related to standards, goals, and activities for preschoolers. (Author)

Discusses corporate electronic learning and describes three different operative and business paradigms: electronic training, that replaces face-to-face interaction and reduces costs; electronic learning, that measures learning outcomes and considers technological barriers, learning to learn online, and installing an online culture; and electronic…

Defines 'thenwhat' as the moment when strategy that is supposed to be about mathematical thinking has no clear path forward as a result. Discusses how strategies designed to stimulate mathematical learning and thinking go nowhere if teachers do not think about where to go next or how to use what happens as a result of the strategy. (KHR)

The teacher of a graduate course on learning organizations wrote and shared a learning journal with students, demonstrating her role as a co-learner in a learning community. Written feedback from students gave the teacher important information about their learning processes. (SK)

Since learning processes are regarded as social processes, age influences them because age affects the way the individual is involved in social processes. Children are involved in exploring the world, youth in identity construction; adults pursue life goals and older adults seek depth and harmony. (JOW)

Administered three tests of intelligence and the Approaches and Study Skills Inventory for Students (Entwhistle, 1997) to 89 Norwegian undergraduates to study the relationships among intelligence, approaches of learning, and academic achievement. Findings support the construct validity of approaches to learning because of its independence from…

A non-verbal 12-year-old boy with low functioning autism was tested on an auditory word-to-picture selection task. Picture foils were chosen to have visual features, semantic features, both, or neither in common with the correct answer. Errors were made more often to semantically than to visually related items. (Contains references.) (Author/CR)

Details language, memory, and reading information gathered for a five year follow up study of 30 children and adolescents with Down syndrome. Concludes that early learning skills may be significant predictors of mean length of utterance five years later. (PM)

Describes student-involved classroom evaluation, a technique for assessing learning that involves effective teacher feedback and student self-evaluation. (Contains 12 references.) (PKP)

Enlarges the phonics/whole language debate by focusing on the classroom teacher's evolving role. Whole language instruction involves a fundamental change in a teacher's belief system concerning classroom culture. A complex paradigm shift is needed from teachers' transmission of knowledge to students' transaction or engagement with constructing…

Although content-based instruction may eventually produce the same quality of learning as skill-based training, the latter produces results more quickly because skills are practiced earlier. Commonly used for teaching computer skills, the skill-based approach has other applications such as accelerated language learning and the Yamaha method of…

Offers a solicited response to a question about learning styles, and discusses how this information should affect planning and implementing instruction. Finds that the instructional implications of the body of research on learning styles and learning modalities are limited. (MG)

Argues that the use of pictures as a teaching and learning strategy benefits early learners with regard to reference image development and provides helpful information to a student who may be separated from teacher feedback. (KEH)

The article describes five diverse secondary schools with successful programs to provide responsive instruction based on individual learning styles. Schools include a school for gifted students in Minnesota, a middle school in New Jersey, and three schools in New York. (DB)