Supplements Steven A.Meyers's article (Teaching Psychology, 1997) on the use of collaborative-learning groups. Provides additional suggestions on starting in-class groups, maintaining their effectiveness, and anticipating common problems. Argues that with careful attention, in-class groups can effectively complement lectures. (DSK)

Examined the effectiveness of transition-stage interventions (information, reminders, encouragement, a brochure about independent learning strategies, and a list of peer names and addresses) at the Indonesian Open Learning University (Universitas Terbuka) and found no increase in student persistence. Concludes that this might stem from a systemic…

The author, a teacher of developmental English, details her methods for increasing student ability to process and analyze information. Advocates taking developmental classes on regularly planned alternative class site experiences in order to instill a wonder about learning and a willingness to engage in sophisticated information processing and…

In an unfamiliar residential neighborhood, 24 10- and 6-year olds were individually evaluated and compared on their conceptual knowledge of the neighborhood. Findings indicate there are statistical and practical differences between the two age groups. Implications for teaching orientation and mobility to children with low vision are discussed.…

Focuses on how to motivate students to learn science and provides a chart of 11 reasons for student motivation. (Contains 13 references.) (YDS)

Provides a profile of the career of John Belland and his work in instructional technology. Highlights include his educational background, teaching experience in higher education, work in learning with 3D computer-generated animation, alternative paradigms of instructional design, and ideas of postmodernism. (LRW)

Describes the Writing Workshop (WW) program at Upland Elementary (Indiana) and how it emphasizes the use of doing rough drafts and revising them to teach writing. Recounts the stories of five grade-school children who blossomed in WW. Summarizes the steps in-process writing: rough drafts, self-editing, peer conferencing, teacher conferencing,…

The extent to which preservice teachers used strategies during their own learning and the influence of college courses on perceived value of strategy instruction were studied with self- report questionnaires. Value for strategy instruction was related significantly to use of some learning (r=0.41) and self- regulation strategies (r=0.53) and…

Explains two notetaking strategies used successfully by secondary school students with special needs in inclusive settings. One strategy, CALL UP, is for students to use while taking notes in class. The other, "A" NOTES, is for students to use for reviewing notes. In each case, each letter reminds students of a notetaking or note reviewing step.…

Investigated the role of language proficiency and automatization of language skills in the use of spontaneous rehearsal strategies by 7- to 13-year olds who are deaf. Regression analyses demonstrated that age was a nonsignificant predictor of rehearsal use and that language proficiency and the automatization of language skills were highly…

Shares an approach to tree identification that can be adapted to use with all levels from middle school through college. Stresses student involvement and cooperation in a botanical scavenger hunt. Describes the development of the treasure map and how to use the guide sheet. (DDR)

Presents an activity on the study, collection, and analysis of snow. Provides students with opportunities to conduct fieldwork in a collaborative team fashion and develop skills in formulating and testing hypotheses. (DDR)

Explains how solar eclipses occur and provides information on future eclipse events. Also includes a solar eclipse viewing activity. (DDR)

Examines "Theater-in-Education," (TIE) a unique British-inspired teaching-and-learning methodology which combines young people's theater with creative drama, currently taught at a handful of universities in the United States. Finds that, as a result of the program's tour to 10 fifth-grade classrooms in five schools, area teachers were unanimous in…

Used multigroup scaling models to separate the contributions of cognitive style from ability in school-age children's performance on Figural Intersection Test. Results showed that field-dependent children had greater odds of success than field-independent children when the task's mental-attentional demand was above the child's mental-attentional…