Reports the findings of a study conducted on Clemson University's electronic collaboration tool "Collaborative Learning Environment" in order to determine student opinions, and specifically why they didn't collaborate with each other in a discussion but instead repeated the teacher-as-questioner and student-as-answerer paradigm. Outlines…

The High/Scope approach to early childhood education promotes the belief that active learning is fundamental to the development of human potential and occurs most effectively in settings that provide developmentally appropriate learning opportunities. Describes five ingredients of active learning (materials, manipulation, choice, language from…

An educational planning strategy is presented to assist students in assuming an active role in individualized education program conferences. Using the acronym "I PLAN," students learn to inventory their strengths and weaknesses; provide the information on inventory sheets; listen and respond; ask questions; and name their goals. (JDD)

It is argued that when students help teach language classes, motivation is higher and learning is faster. Specific techniques for incorporating student teaching into the curriculum and for guiding student efforts are provided. (MSE)

Increasingly, unwed black fathers are taking responsibility for their children's care while fulfilling their roles as college students. Localities and institutions are offering more programs of day care and referral to school and social services to provide support to these fathers. (MSE)

Discussion of educational systems design describes four systems levels that can be emphasized: learning experience, instructional, administration, and governance levels. Factors to be considered in selecting a focus level and the implications of focusing on the learning experience level are discussed; and a table comparing instructional and…

Suggests ways that the classroom teacher can convey to students through learning experiences their role as readers. (RS)

Examines the curricular change process, presenting results of an ethnographic study of an elementary school moving from a teacher-directed curriculum toward a textbook-based, standardized curriculum. Focuses on students' (negative) reactions to changes. Educators must question any curriculum that limits teachers' opportunities to make coursework…

Organizing instruction for adults should begin by clarifying the relationship between educator and learner. Proper matching of their roles based on the needs and preferences of content, learner, educator, and organization along a continuum underlies successful adult education. (SK)

It is generally recognized that one of the benefits of portfolio assessment is the promotion of learner reflection. Learner reflection in a portfolio makes an important contribution to the triangulation of information in the assessment process. (Author/VWL)

Examines issues concerning collaborative assessment of adult learners' formal coursework in a networked learning context. Considers how to make assessment a learning event in the context of lifelong learning, especially in the field of continuing professional development. (LRW)

A study of adults beginning preparation as vocational teachers shows how they are "processed" through rites of initiation into becoming students. The process is illustrated through the framework of "moral careers," which involves meeting tests and learning the rules and expectations of institutional life. (SK)

Changing school cultures is a complex process. This article describes collaboration between students and teachers in developing a resource manual to improve student conduct and reduce violence in schools. The development of the manual and its final contents are described. (MKA)

This discussion of classroom teachers serving as mentors of children draws from the literature on the origin of mentoring, the definition of mentoring, and the current theory on the characteristics and qualities that define an excellent mentor-mentee relationship. Parallels between the study of adult mentoring relationships and the teacher-child…

This study investigated the degree to which students cognitively engage with their online courses. Cognitive engagement was defined as the integration and utilization of students' motivations and strategies in the course of their learning. Given this, the study utilized J. B. Biggs's (1987a) Study Process Questionnaire to measure motivations and…