This book is designed to help educators use the Internet to engage students actively in learning and thus help them achieve high curriculum standards. Section 1 explores the Internet's potential as a tool to create learning experiences that will engage students as active learners. Section 2 discusses the use of the Internet for communication and…

This booklet discusses law-related education and its role in helping young people become better citizens. The booklet describes the "Youth for Justice" program, a unique national initiative that uses the power of active learning about the law to build upon the vitality of young people and to address the risks of being young today. Youth…

This paper provides a suggested teaching model enabling students to conduct extensive, hands-on survey research as the basis of part or all of a political science class. The model emphasizes active student learning and development of applied skills. The components of this model can be modified for use in a broad array of undergraduate political…

These essays address education for citizenship at a specific, concrete level. The collection offers examples of efforts to create among students a new set of what Alexis de Tocqueville called "mores" or culturally defining "habits of the heart" that enhance citizenship, foster a sense of connectedness to a community, and…

The Internet enables teachers to enhance the teaching and learning of history through quick and extensive access to primary sources. Introducing and using primary sources in the history classroom will almost certainly lead to active learning and development of critical thinking, reasoning, and problem solving. This Digest discusses: (1) types and…

This volume is a synthesis of interviews conducted with 48 teachers who are infusing their large classes (over 100 students) with small-group activities or are working explicitly to create student communities within large classes. The chapters are: chapter 1, "The Argument for Making Large Classes Seem Small" (James L. Cooper and Pamela…

This study attempted to determine which teaching method, mainly manipulatives or the standard curriculum, best allowed the students to learn first grade math concepts. The manipulatives consisted of objects such as unifix cubes, personal chalkboards, work mats, and various other articles, which allowed the students to see the math that they were…

Describes an active learning strategy used in a college ethics course to direct students into exploring multiple perspectives in case studies. The technique expands on collaborative learning methods by adding role-playing and reflective writing. The technique has been successful in a journalism ethics course and is adaptable to any field in which…

Provides a conceptual framework for introducing active learning into the classroom as a tool for assessment. Notes that formative assessment can be a powerful tool for transforming a passive classroom into one filled with active participants. Discusses what is assessed, what are the criteria, who will assess, and how the object of assessment will…

Argues that active learning strategies and child-centered curriculum, commonly used in primary grades, are also particularly effective in the intermediate elementary grades. (SR)

States that individualistic orientation of most U.S. college students presents a persistent problem for teaching sociology. Provides an empirical evaluation using an active-learning exercise. Focuses on whether mate selection increases student understanding of social structure's impact on marital choice. Indicates that the exercise participants…

This study addresses finding the best means of introducing community college freshmen to the library and the skills and concepts of information literacy. Compares results of a traditional librarian-led orientation tour with those of a self-guided treasure hunt. Results indicate an educational advantage in the self-guided tour, supporting active…

Describes a collaborative learning instrument involving active learning that can be used to teach entrepreneurship at the university level in Central and Eastern Europe. (EV)

Describes research using observation and interviews to collect information on the aesthetic experience of learning in an experimental multidisciplinary program for first-year undergraduate students. Finds three areas that shaped the aesthetic sensibility of the classroom: active learning, classroom control, and ambiguity in class structure and…

Argues that doing and learning science are not the same thing. Suggests strategies involving active learning of a nonpractical nature which encourage discussion of science by children working in small groups. Presents examples of less familiar practical alternatives. (JRH)