A model illustrates how humans interact with information and construct representations using short- and long-term memory. It shows that learners' prior knowledge and effective instructional materials have a significant effect on how competence is translated into good performance. (SK)

Several key principles for planning an early literacy curriculum are discussed, including finding and using children's "funds of knowledge," building democratic communities in early childhood settings, honoring diversity among children and teachers, and finding strategies that effectively engage children. Finally, above all else, the…

Examines four stages of socialization that influence beliefs, behaviors, and perspectives of prospective teachers (pretraining, preservice, field experiences, and induction) and supports the notion that a dialectical process exists during the four stages--a contest between societal expectations and the individual inclinations of prospective…

Describes a study that found evidence of gender differences in computer experience, skills, and attitudes among incoming undergraduate students at a small business school in Rhode Island. The questionnaire used to survey students is included, and implications of the results for working with male and female students are suggested. (20 references)…

Describes a study that analyzed transaction logs of a search assignment conducted on MEDLINE by medical students at the University of Michigan. The relationship between levels of search experience and search skills, clinical knowledge, search outcome, and subsequent use level are examined. (Contains 21 references.) (LRW)

Investigates whether reading instruction for adult English-as-a-Second-Language students should focus on fostering linguistic ability or on increasing background knowledge. Demonstrates that both linguistic knowledge and prior knowledge contribute significantly to reading comprehension. Argues that an integrative approach to reading instruction is…

The effects of students' misconceptions, declarative knowledge, and stimulus conditions on students' solutions to a problem in basic electricity were studied for 80 undergraduates at Iowa State University (Ames). The implications of the findings of influence by knowledge and stimulus conditions are discussed. (SLD)

Studied prior knowledge as a mediator of effectiveness of the elaborative interrogation strategy for 50 male and 50 female undergraduates in a learning task. The elaborative interpretation group had significantly greater matching scores on an associative memory test for animal information than the control group only for familiar animals. (SLD)

Difficulties in teaching students whose general knowledge is limited are discussed by a teacher at the Nofe-Golan Regional High School. Suggestions are offered regarding obtaining information about each student, preparing first lessons, student and teacher ground rules, readying students for tests, and special activities. (LB)

Presents a study where astronomy teachers (n=66) try to predict student (n=330) outcomes on astronomy and related topics pre- and posttest. Suggested findings include a course in astronomy did not result in an overall knowledge gain, teachers fared well at predicting prior student knowledge, and teachers vastly overestimated student gain in…

Reports on a study of children ages 10-11 years (N=6) exploring forces. Reveals a gap between the ways that measurement is used in mathematics and the ways it is used in science. Reviews the focus of the National Numeracy Project. (DDR)

Examined how situative knowledge, embedded in student teachers' prior experiences and a dilemma-based case, influenced their analyses of the case-as-written. Analysis of students' pre- and post-discussion writings about one case and during-discussion dialogue indicated that homogeneous thinking limited their ability to reflect critically and…

Follows the progress of one preservice teacher during the early stages of struggling to shape her teaching career. Her growing self-knowledge as an educator, her image of teaching, and her beliefs are juxtaposed with literature on teaching and the expectations this literature holds for candidates like her. Barriers to the development of reflective…

Argues that teachers are challenged to understand how constructivism can serve as a referent for teaching. Discusses one approach that provides opportunities for teachers to practice innovative strategies while engaging in discourse about the process. Contains 25 references. (DDR)

Presents a description of anchored instruction, a model of curriculum integration combined with inquiry learning that builds prior knowledge and engages students in the application of the language arts. Sets out the eight steps involved in creating an anchored instruction unit. (SR)