Guidelines are offered for teachers facing a class of students with wide differences in ability. (JD)

Grade 10 students were taught a hierarchy of intellectual skills in three different contexts: skills taught in isolation; additional verbal instructions provided; and skills taught in relation to a relevant anchoring idea. Results showed that use of the anchoring idea context enhances meaningful learning of complex skills. (Author/GK)

A framework based on a series of "instructional events" is presented for planning instruction. (JD)

In this interview with Executive Editor Ron Brandt, Bloom answers criticisms of mastery learning and explains why he believes it is so important. (Author/JM)

Suggestions are made for applying research findings to the teaching of physical education. (JD)

Discusses auditory practice (listening) as a factor in the learning process and as a goal area. Refers particularly to the "terminal" nine-year school. Motivation is high, because auditory skill can be developed to a higher point earlier than speech production. (IFS/WGA)

A description is given of some of the ways personal computers could be used in the classroom and the benefits of these uses. (MK)

Opportunity to learn specific content as measured by amount of emphasis and exposure to that content relates positively to the amount students learn. (JD)

It is suggested that most of the things people learn are not taught; they are learned by induction. Learning and teaching theories are analyzed with a focus on the induction theory and its implications. The symbol processing carried out by computers is used as a point for comparison. (JMD)

A comparison of live lecture and slide-tape lecture indicated that both are effective in conveying information, with neither statistically more effective than the other. (PBS)

How students develop forms for self-regulating learning is explored. It is suggested that they experiment, bootstrapping newer forms of self-regulated learning from prior forms. Obstacles are obtaining sufficient practice, remembering how learning was enacted, and reasoning about factors that affect learning. (SLD)

Compares a soft system model of teaching with a hard systems model for learning, essential components of which are perception, memory, and concept formation. Proposes a combination of soft systems thinking and hard systems instruction as a scientific basis for the craft of teaching. (SK)

Investigates whether pupils aged 12-15 years perceive physical quantities as intensive or extensive. Written questionnaires were administered to 300 pupils comprising four tasks for each intensive quantity, density and pressure. Analysis reveals three models of consistent pupils' reasoning. (Author/SOE)

Discusses the use of models as an instructional method in science classrooms and makes suggestions on how to use models more effectively. (Contains 28 references.) (Author/YDS)

Describes a laboratory-type activity, liquid assets, used to illustrate, develop, or reinforce central concepts in first-year algebra. These include linear function, slope, intercept, and dependent and independent variables. Presents a group activity for collecting data, transition from group to individual activity in plotting data points, and…