A "national cry" has gone out that phonics and phonemics awareness must again be taught. True literacy involves much more than merely reading. Students need to be equipped to think, write, spell, and express themselves orally and on paper. This helps them to clarify their own thinking. The English alphabet is a sound/symbol system, not a…

The testing and measurement movement has certainly become important in United States education. Test scores are looked upon as being quite valuable in ascertaining student achievement, especially in the reading curriculum. Percentiles, standard deviations, stanine scores, and other indicators are given to show objectively how well the reading…

This document discusses culture, identity, and cognitive development. It focuses on acculturation of English-as-a-Second-Language learners, discussing criteria for transferring students with limited English proficiency into the mainstream and the difference between language disabilities and learning difficulties. The following forms are included:…

Observation of human behavior increasingly suggests there is a chasm between "what you do" (leadership, skill, behavior) and "what you know" (intellect, cognition, aptitude). To examine the gap between what is done and what is known regarding the teaching of children, a project first reviewed the literature on school-life…

In the context of studies of retaining minority and women students in engineering, this study explored how students perceived that they learned best, how they interacted with other students and faculty, and how students interacted differently during class and between classes in pursuing their engineering studies. The sample was 515 undergraduate…

Finding the right match between a particular instructional technology and a learning style can be just as important for students as finding the right match between their instructors' teaching styles and their own learning styles. This study examines the effectiveness of three instructional methodologies for teaching television lighting methods…

Philosophically, American schools are based on a Middle European or Germanic model, value facts and stiff learnings. The learning styles of black children do not fit this model. (DM)

Causal attributions of shy students (N=36) were compared with those of a comparison group of students (N=36) in ten situations. Significant differences between the two groups emerged when explaining outcomes of situations considered to be problematic for shy individuals. Causal attributions may reflect realistic and situation-specific…

Examined both trainees' ratings of the supervisory relationship and satisfaction with supervision, and supervisors' ratings of the supervisory relationship, satisfaction with supervision, and evaluations of trainees. Determined cognitive styles through administration of the Myers-Briggs Type Indicator. Results suggested a possible relationship…

Two response formats and request for reason-for-choice on a traditional cognitive preference test (CPT) and an open-ended CPT were used to test for consistency across methods of observation at individual/population levels. Results indicate that validation of CPT constructs has not reached state of unequivocality necessary for their application in…

Cognitive styles characterize individuals' personalities as well as their social and cognitive functioning. An assessment of cognitive style can present another dimension of individual differences in children as the basis for planning and evaluating early childhood programs. (Author/LC)

Jane Roland Martin's charge that a male cognitive perspective dominates educational philosophy is assessed. Martin's views on the ideal educated person (in writings of R. S. Peters and others), gender bias in the intellectual disciplines, the rationality learning theory, and self-alienation of educated women are analyzed. (PP)

The effectiveness of having 51 students generate their own headings for scientific text is assessed. Results reveal that generating headings enhances performance on a number of recall measures compared to either author-provided headings or no headings. (Author)

Discusses the duality of mental processes, learning styles and brain research (concerning brain growth, hemispheric specialization, and sex differences) as they apply to teaching mathematics. Discusses the implications of these topics as well as individual learning styles and basics-versus-creative school curricula for curriculum development. (WAS)

Describes St. Mary's School's first grade mathematics program using a holistic, right hemispheric functioning process based on the rhythmic theory of learning. Reviews research indicating that learning styles among American Indians have a greater dependence upon right hemispheric functioning. (DMM)