Describes a cognitive-skills approach to teaching physics, Spanish, and philosophy. The approach relies on students verbalizing their thinking as they solve problems. (IRT)

An analysis of studies on teacher clarity reveals five components: (1) understanding; (2) structuring; (3) sequencing; (4) explaining; and (5) presenting. Three additional dimensions to be considered are rater qualifications, teacher dynamism, and student opportunity to learn. (CMJ)

Lesson structure (organization in terms of meaningful relationships among ideas or concepts) is a low-inference indicator of lesson organization in that it can be observed and objectively quantified. It affects achievement positively, and students generally rate lessons higher when the structure of the lesson is relatively high. Teachers vary in…

This paper describes and reports results of a program aimed at improving performance of all students, K-12, through a program of sequenced objectives monitored with criterion-referenced tests. Target curriculum areas were mathematics, reading, and language skills. Nationally normed achievement tests were administered in a base year and each year…

Proposes that ability is a concept central to the current practices of mathematics teaching. Argues that the widespread view that mathematics learning is an ordered progression through a hierarchy of knowledge and skills subjects students to "ability stereotyping" and serves as a gross global model. (TW)

The basic philosophy of mastery learning is that all students can learn if they are provided with effective instruction and practice. Research on mastery learning has been done in many countries and at all levels of education in different subject areas, and it has repeatedly shown excellent results. This teaching and learning strategy succeeds in…

Contains eight articles relating to various topics in science education in Great Britain. Includes science and drama, energy education, science curriculum evaluation, science achievement, a sequential learning approach, multicultural science education, children's images of scientists, and humanizing science education. (TW)