Discusses the individualization of instruction as it relates to learner characteristics, instructional environment, instructional treatment, and their interaction. Practical considerations for learners, instructional treatments, and learning outcomes emanating from the literature on aptitude-treatment interaction are suggested. (RAO)

Attempts to evaluate the effect of various combinations of traditional instructional methods (TM) and personalized instruction (PSI) on final exam scores. It is hypothesized that groups which received PSI combined with enrichment provided by TM will score significantly higher on their cumulative final exam than students who receive instruction by…

Compares outcomes of open-inquiry and expository versions of a chemistry laboratory experiment at the university level. Investigates whether the two versions would result in different outcomes depending upon students' attitudes towards learning. Indicates that the open-inquiry version shows the most positive outcomes, and students with low…

Challenges a critique of phenomenography and the idea that college students approach studies in ways leading to either "deep" or "surface" learning. Finds the description of phenomenography to be unrecognizable and based on inadequate review of the literature. Sees this attempt to invalidate this approach to research about…

There is no substantial difference between adults' and children's learning processes: both use task-conscious and learning-conscious methods. The difference in teaching adults and children lies in differential power relationships between teachers and learners, the identities they construct, and the ways in which power and identity affect teaching…

Explores how children from kindergarten to 6th grade think about the same fraction problem and what that should mean for instruction. (Author)

Describes constructivism as an educational theory promoted by the National Council of Teachers of Education (NCTM), the ideals of NCTM's standards, the validity of NCTM's approach, and the research behind NCTM's recommendations. Includes examples of what teachers can do to promote student construction of knowledge in the classroom and resources…

Describes a lesson taught in primary school based on the use of linking cubes. Shows how meaningful mathematics can be made accessible to children and how fundamental issues of variant and invariant properties might be developed. (KHR)

This article examines the origins and nature of reflective teaching as espoused in current debate on teachers' professional education, considers its implications for teacher education practices, and highlights areas in need of research to clarify concepts about what reflection in learning to teach entails. (IAH)

The overview focuses on the advantages and principles of instruction using learning strategies for students with learning disabilities. It is emphasized that strategies are not to be applied without consideration of the individual, process, or context. (MSE)

Chapter 1 service providers assume that children suffer from a knowledge deficit best treated through remedial instruction. Actually, remedial students do not understand "understanding." The Higher Order Thinking Skills (HOTS) project stimulates four general thinking techniques (metacognition, inference from context, decontextualization,…

Recent research suggests that knowledge is stored in the learner's head as a network of concepts or constructs. Children's mathematical problem-solving strategies become increasingly abstract as they are able to engage in more abstract thinking. An experimental study using an alternative Cognitively Guided Instruction approach is described.…

The article defines the component skills required to learn effectively from pictures, and reviews research on the development of those skills with developmentally disabled individuals. (Author/DB)

Proposes a model for learning and training for intercultural communication competence. Discusses the five levels of the model. Presents five categories of questions to challenge cultural stereotypes. (RS)

Describes the Cooperative Reading Activity (CRA), a technique used with third graders to show them that everyone could read a part of a literature selection and contribute to another's learning. (PRA)