Article shows the difference between educational research techniques and problem-solving practitioners, and explores the base out of which these differences in orientation grow. (Author/ML)

A work-study team is the core of a school-university collaboration benefiting everyone involved. (Author)

Research in cognitive science is providing an increasingly detailed understanding of human cognition. Teachers can help students become conscious of their own reasoning processes and then learn to compare, contrast, interrelate, or coordinate various ways in which they think in order to refine their problem-solving methods. (Author/MLF)

Studies about how schools improve indicate that the process of improvement happens simultaneously on two levels: the individual teacher level and the level of the school as an organization. Staff development, networking, and problem-centered activities are current approaches found promising for school improvement. (Author/MLF)

Research identifies two interrelated memories--one that retains facts and symbols and one that retains motor and problem-solving skills. These and other findings challenge educators to determine what students should memorize, to help them move from random memorization to creating useful concepts, and to teach students to use memory in problem…

In a response to the previous article questioning the effectiveness of Assertive Discipline, it is maintained that the decision to implement a program should be based on many factors in addition to research, and that from a practitioner's standpoint, Assertive Discipline works. (Author/TE)

Article asks whether research has failed the educational system, and whether money spent for research been spent for nothing. (ML)