Recognizes three kinds of motivation: Societally induced, native, and motivation acquired in early life. Implications for teaching are discussed, both in general and specifically in foreign language teaching. (Text is in German.) (IFS/WGA)

In the formal school setting, the control of learning has typically been placed with the wrong person--the teacher. By modifying the control mechanism in the educational process and elevating the student to a position of "determining individual destiny," a catalyst for motivated learning may evolve. (JOW)

Describes the learning experiences of three kindergarten students, providing an account of their teacher overcoming prejudice toward computers. (BJD)

Seven principles of learning are examined as they relate to student evaluation. In considering those principles, student evaluation can help the teacher discover weaknesses and strengths in the evaluation methods while diagnosing the weaknesses and strengths of the students' learning. (AG)

A successful second-language student adopts various aspects of behvior which characterize another linguistic-cultural group. His attitudes and orientation regulate his motivation to learn and his ultimate success. Appears in "The Florida FL Reporter anthology issue "Linguistic-Cultural Differences and American Education. (AMM)

Few would deny that we do have reading problems and that our schools' record in this regard leaves much to be desired; however, why children can't read and what's wrong with education are not parallel concepts. (NH)

After examining prison inmates in their participation in occupational education programs, it was concluded that a person's control or lack of control over his environment affects his willingness to learn information or engage in activities that can be expected to increase his chance of control over his environment. (SE)

The author emphasizes the need for play-situation learning to be started in the preschool years and carried through the elementary grades. (AP)