Explains how peer writing tutors not only help their fellow students, but can also learn a great deal themselves about grammar and mechanics, information processing, marking papers, audience awareness, and problem-solving strategies. (ARH)

Suggests ways in which students can elaborate upon activities for improving thinking skills to produce interesting and creative poetry. (JC)

Evaluates an individualized reading program in which elementary school teachers prepared written prescriptions for students, targeting specific deficiencies for remediation. Finds that among students, preferences for independent modes of learning are significant predictors of positive reading attitudes. (MM)

The article provides an overview of a special topical issue on information processing as it relates to learning disabilities. Components of information processing theory are described, a model of information processing is presented, and subsequent articles in the special issue are summarized. (JW)

According to speakers at the annual meeting of the American Association for Higher Education, better college teaching requires closer attention to how students learn, but colleges set a poor example for such values as empathy and cooperation. Institutions should encourage student-faculty contacts, emphasize collaboration among students, use active…

Presents a cross-linguistic investigation of the development of adult language and cue comprehension strategies in native speakers of English and Dutch. Adult level performance was achieved much earlier by young English speakers, reflecting the different syntactic and semantic comprehension cues in these two languages. (Author/DR)

Reports a study which compares a deductive approach and an example approach in teaching the formation of participial phrases in an English as a second language class. Findings showed that field-independent subjects performed better with the deductive lesson and that field-dependent subjects performed better with the example approach. (SED)

Discusses the metacognitive skill of learning to learn and explores questions related to its importance for teaching. Describes work in progress that is designed to incorporate learning to learn into the curriculum for 10-14 year olds. Presents a hierarchical model of learning skills, strategies, and approaches and a guide for teachers. (JHZ)

Describes learning-teaching styles characteristic of educators and students who flourish in the experiential environment of investigation, process-orientation, experimentation, and stimulation. Explains three other mind-styles and points out how recognizing them can enhance communication, enrich curriculum, and help students and teachers cultivate…

A comparison of university and polytechnic students' attitudes toward educational and instructional quality found that university students are less likely than polytechnic students to use serious approaches to study. The university students experienced poorer teaching, and the polytechnic students saw their courses as a means to gain employment.…

The need of Native Americans for an improved education in mathematics is discussed, with data showing they fall below the norms in enrollment, preparation, and achievement. Contributing factors are identified and possible solutions discussed. (MNS)

Using cross classifiable pictures, this study assessed taxonomic and thematic clustering in free recall in 240 children, ages seven and ten. The effects of both free and constrained test conditions and developmental, ethnic, and socioeconomic differences, were examined. (BS)

Research has revealed distinct differences in the problem-solving approaches of high- and low-aptitude students. As a consequence, content area teachers can focus on thinking skills by having students describe their mental processes and giving them feedback on erroneous or incomplete reasoning. (TE)

Concludes that an individualized instruction program using cognitive style provides sufficient additional developmental benefits to college students to merit further study. (FL)

Curriculum mapping has evolved as an invaluable communication, planning, and teaching tool. Using this dynamic method, educators can document what is being taught, what students are learning, how well they are learning, and how closely the curriculum reflects local and national standards. This lively, easy-to-use resource is a cohesive and…