Describes a nursing curriculum based on learning strategies and thinking processes rather than on content. Identifies five critical operations: (1) clinical process; (2) consultation; (3) managerial process; (4) learning; and (5) investigative process. (JOW)

Presents an explanation of the K-W-L Plus strategy as it might be used with students in the classroom. Shows how the strategy is used before reading, after reading, with mapping, and with summary writing. Suggests modifications to be used in the classroom. (MG)

Presents a seven-step approach for sustained in-class study time that suggests a model for teaching study skills to college students. (MG)

Discusses specific points from and provides a critical review of "Lessons from the Learner," an ideas resource book for learning, coming from the learner, that is meant to help teachers empower students to produce and work with their own material/preparation. (GLR)

Considers event phenomena and how such phenomena might be understood in terms of process knowledge models. Presents the step and stage process knowledge model, the classification process knowledge model, and the conditional process knowledge model. (SR)

Outlines an approach to text graphing through describing four types of graphs: sunburst, matrix, tree structure, and flow chart. The graphing types are then matched to 12 text types. Text graphing realizes the possibilities for enhancing instruction using insights provided by educational research in schema theory and metacognition. (15 references)…

The author of EC 606 782 reflects on aspects of the elaborative interrogation strategy evaluated with high achieving fifth- and sixth-grade students, noting the importance of an extensive knowledge base for using this strategy and the likelihood that the strategy is inappropriate for low achievers. (Author/DB)

What matters about an educational activity is how learners respond to it. This article examines a program concerned with the learners' needs, through the expression of learners' own meanings, and advances the concept of investigative research as a suitable vehicle for more autonomous learning, through a change in learner status. (26 references)…

Discusses the relationship between instructional design and situated learning. The transfer of knowledge and skills to a variety of settings is considered; and ways in which instructional design can contribute to the goals of situated learning are described, including planning learning experiences that are situated in the real world. (24…

Describes Instructor's Plan (IP), a computer-based expert system that was developed for preservice and inservice school teachers to use for creating effective lesson plans more quickly and easily. Components of the system include instructional design principles, instructional strategies based on specific learning conditions, and eight levels of…

Describes and compares various assumptions of instructional design and of constructivism, some of which have been raised in other articles in this issue. Topics discussed include instructional design theory; instructional systems theory; mental models; categories of knowledge; knowledge representation; instructional strategies; collaborative…

Argues that, even though it may not be possible to change an individuals basic cognitive style, it may be possible to make the learning process more transparent. It is also suggested that strategy training can be useful, providing principles for such training, and practical suggestions for teacher training courses and classroom practices. (37…

Presents theoretical bases for making language (and its study) the essential agent in the generation of thought and meaning. Suggests strategies to engage students (and instructors) in the creation of meaning and the negotiation of knowledge. Argues that such epistemological uses of language can empower developmental students to become early and…

This second installment in a series of edited transcripts based on a conference held at Utah State University in 1987 reviews the main points of Merrill's Learning Theory. The performance content matrix is explained, primary presentation forms are described, and the concepts of student responsibility and learner control are discussed. (Three…

Thirteen content-area teachers of mildly disabled adolescents rated six cognitive strategy-based adaptive teaching procedures for facilitating content mastery. The teachers rated the strategies' familiarity, value, use, assistance needed to routinely implement, and reasonableness of being expected to implement. The teachers highly valued and…