Reports the results of one study in which parents taught their two- to four-year-olds basic and superordinate concepts, and another, in which they taught them subordinate concepts. Parents' teaching styles were analyzed in terms of their usefulness for children who are attempting to learn about principles of hierarchical classification. (AS)

The article reviews the literature on creativity, learning styles, brain studies, teaching technologies, and learning strategies. Although learning styles and strategies differ among individuals, creativity is maximized through use of the fully functioning brain. Teaching suggestions include producing alternative explanations/consequences,…

Describes three models for teaching effective thinking, but warns against oversimplified approaches. (SRT)

The author argues against the assumption that models of educational research that appear "scientific" must be correct. To illustrate this, he points out that teaching and learning in adult education are obviously related activites, yet, because of adherence to the "scientific," they are rarely related to each other in research. (CH)

The article suggests ways to look at writing samples of reading disabled students to identify problem types, outlines cognitive processes needed in written language production, and gives an example of instructional intervention with a reading disabled high school student. (DB)

Teachers can improve their practice by listening to, reflecting on, and making sense of practice. Sensemaking strategies include: deductive thinking; inductive thinking; and transductive thinking. (CB)

Examines principles which can be applied to determine how hints can be used effectively in problem-solving. Conscious and unconscious hints, timing of hints, expected functions, and teaching are discussed. Conscious hints are explained in detail with suggestions and references. Charts are included for types, timing, and expected functions. (DH)

Reasons for using manipulative materials in mathematics instruction are discussed: motivation, stimulation to think mathematically, and introduction of big ideas in mathematics. (MNS)

Using questions to help students think mathematically and solve problems is discussed. The teacher's role is described, with a classroom example involving questions about a specific problem. (MNS)

Instruction in estimation is proposed as a natural context to develop and practice important thinking skills. These skills are described and estimation activities are proposed for each. (MNS)

One view of mathematical thinking is described, followed by detailing of the characteristics of a problem-solving program necessary to develop this kind of thinking. (MNS)

Research on the characteristics of individuals who have demonstrated a high level of ability in mathematics is presented. The importance of structure in mathematical thinking is stressed and implications for teaching are detailed. (MNS)

A problem-solving strategy that appears to be highly successful is having children write their own word problems. The stages of prewriting, writing, rewriting and revising, and publication are each discussed. (MNS)

Describes a model for a poetry writing project that aspires to transform students into sounder thinking, more sensitive human beings. The project, which was used in a grade eight class, includes writing and editing original poetry, class discussion, and creating books of student poetry. (KH)

Science education is viewed from a framework that integrated sources of knowledge with the traditional processes of scientific inquiry. Sciencing is then described, and how it could be implemented with young children is discussed. (MNS)