This issue contains an interview with Elizabeth Fennema in which she explains that decades of research on learning has had a minor impact on what goes on in the schools. She and other researchers decided to try to integrate the study of teaching along with the study of learning. Their desire was to effect real change in the classroom and to…

This theme issue reviews and confirms the connection between thinking skills and art education. Articles offer possible teaching approaches and specific lesson plans dealing with thinking skills. The issue includes: (1) "Editor's View" (Sharon McCoubrey); (2) "Critical and Creative Thinking and Making Art" (Carol Fineberg); (3)…

Presented are abstracts and abstractors' analyses of nine studies related to curriculum and instruction. These studies focused on: (1) the status of environmental education in Kansas; (2) attitudes of Israeli students toward two versions of a curriculum titled Agriculture as Environmental Science; (3) interrelationships among teacher intentions,…

"Zero to Three" is a single-focus bulletin of the National Center for Infants, Toddlers, and Families providing insight from multiple disciplines on the development of infants, toddlers, and their families. Noting that America's babies and toddlers live in a world full of television sets, VCRs, computers, videogames, and interactive…

This theme issue includes five articles that focus on educational, cognitive, and brain research with implications for early childhood educators, including those who work with limited-English-proficient, minority, and economically disadvantaged children. "Coming to Grips with Reading Instruction at the Early Grades" (Christie L. Goodman)…

Numbers 3 and 4 of volume 5 and numbers 1 through 4 of volume 6 of the journal, spanning fall 1980 through winter 1981, include articles concerning the individualized study center; consciousness, psychology, and education; suggestive-accelerative learning and suggestopedia; creativity; brain lateralization; the Lozanov method; biofeedback and…