Little is known about the connection between arts-integrated education and social-emotional learning, particularly for students with disabilities. This paper draws on data from a case study of a federally-funded arts integration program called Everyday Arts for Special Education (EASE) to identify the mechanisms by which arts-integrated teaching…

The article examines the nature and importance of using aesthetic and therapeutic concept and educational logotherapy, in particular, for creating a special emotionally comfortable socioeducational environment for primary education. The author has represented interpretation of foreign scholars' views (J. Bugental, V. Frankl, A. Maslow, R. May, J.…

What picture of schoolwork do we obtain if we take a close look at everyday classroom activities and consider what students and teachers do and say about them? This is the basic focus of the study reported here which examines a teaching and learning practice called "own work" ("eget arbete") in the context of primary classroom…

This study was designed as a descriptive survey study in order to determine primary education teacher trainees' epistemological beliefs; the use of metacognitive strategies; and the relationship between epistemological beliefs and metacognitive strategies. 820 primary education teacher trainees' were selected from the department of primary…

Self-regulated learning (SRL) involves metacognition, motivation, and strategic action, and self-regulated learners are successful in and beyond school. Therefore, studies of how SRL develops and, perhaps, how it can be taught, are needed. Our research examines whether and how beginning teachers can be mentored to develop practices that support…

Presents 6 short articles in which teachers and counselors share their techniques for helping children develop self-reliance, self-confidence, and self-discipline. (JMB)

The study investigated whether a self control strategy training procedure was effective in improving compositions of two 12-year-old learning disabled students. Effects of training on three objective aspects of compositions (number of different action words, action helpers, and describing words) were investigated using a multiple baseline across…

A self-control strategy training procedure was effective in improving two elementary learning disabled students' use of parts of speech and mean number of words per story. Additionally, stories written after training received substantially higher quality ratings than those composed during baseline. (Author/CL)

A structured, student-centered approach to teaching hyperactive, emotionally disturbed children involves a contingency between instructional activities and play-time that is gradually faded out. During the instructional phase, behavior modification techniques are applied to shift students' behavior from external to internal control. Therapeutic…

Hyperactive and normal elementary students (N=27) were administered story conditions that differed in presentation rate and information relevance and repetition to determine whether listening problems of hyperactive children could be attributed to delays that encourage impulsive responding. Findings suggested that rate of information presentation…

Children with behavior problems were taught to model a fictional turtle who withdrew into his shell to control his anger. (LS)

Examined the effects of training in self-monitoring and goal setting skills on classroom study behavior and on the academic achievement of fifth and sixth grade children in an individualized mathematics program. (BD)

Presented is a five-step approach to help children settle their own arguments, fights, and disagreements, making these children more responsible for their own actions and better prepared to handle conflicts in positive ways. (Author/KC)

Reviews four articles which suggest ways to help elementary students overcome frustration from reading failure. Suggests modifying negative attitudes, improving achievement through parent counseling, and teaching students self-regulatory skills. (SR)

Argues that teachers can help students become better comprehenders by helping them learn to know when they understand what they are reading and what to do when they do not. (FL)