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Creating Learning Centered Classrooms. What Does Learning Theory Have To Say? ASHE-ERIC Higher Education Report, Volume 26, No. 4.

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Stage, Frances K.; Muller, Patricia, A.; Kinzie, Jillian; Simmons, Ada – 1998

This report reviews the literature on learning theories and frameworks applicable to instruction of undergraduate college students. An introductory section provides an overview and discusses the importance of learning frameworks. The first half of the volume addresses various theoretical frameworks in detail. These include: motivation theories,…

Descriptors: Attribution Theory, Classroom Environment, Cognitive Style, College Instruction

Enhancing Social-Emotional Development of Middle School Gifted Students.

Peer reviewed

Elmore, Randy F.; Zenus, Valerie – Roeper Review, 1994

Thirty sixth graders in accelerated mathematics classes were taught in cooperative-learning teams for 12 weeks. Students appeared to benefit academically, personally, and socially from the cooperative-learning strategies used to teach mathematics, cooperative-learning skills, effective communications, internal locus of control, and personal…

Descriptors: Academically Gifted, Acceleration (Education), Communication Skills, Cooperative Learning

Creating Learning Centered Classrooms. What Does Learning Theory Have To Say? ERIC Digest.

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Stage, Frances K.; Muller, Patricia, A.; Kinzie, Jillian; Simmons, Ada – 1998

This Digest of a larger report with the same title examines the application of learning theory to the quality of learning in undergraduate college classrooms. Relevant theories are identified, including theories which address college students' attributions for success or failure, self-efficacy, social constructivism, conscientization, multiple…

Descriptors: Attribution Theory, Classroom Environment, Cognitive Style, College Instruction