This paper reviews theoretical writings on the importance and function of imaginative play in the development of young children, and describes measurement instruments and instructional aids used for imaginative play in home and school settings. A historical summary of the function of play in the young child's life is presented. Early theories saw…

This report presents the results of two field-based experimental studies to determine the effects of questioning techniques on student achievement and attitudes. The first study was done to determine what student learning outcomes are affected by teachers' use of probing and redirection techniques in classroom discussions. Another purpose of the…

This review of developmental psychology research points out that in many areas, research has not (and, in some cases, cannot) answer complex questions relating to child development. The author surveys research dealing with disadvantaged and minority group children whose achievement seems to lag behind other children. She questions whether this…

This paper discusses the effects of a technological society on the growth and development of children. There is a feeling among preschool and elementary teachers that many children today are excitable, unable to commit themselves to an activity, unable to concentrate well, and speak glibly without understanding. These teachers speculate that…

This paper suggests how to restructure presentations and activities concerning the often vague and confusing topic of the theoretical underpinnings of learning a foreign language. (Author/NCR)

Results suggest that the nature of parent-child communication and effects of that interaction depend not only on messages stressed by the parent but also on the child's own cognitive abilities and goals. (JD)

Argues against direct formal grammar instruction in middle school. Notes that even students with high IQ's frequently score low on cognitive development measures, with children in the concrete stage of thinking usually unable to identify simple subjects and verb phrases. Recommends that until students achieve a level of formal reasoning they…

Explains philosophy of the Higher Order Thinking Skills Project, which utilizes microcomputers in a learning laboratory to develop in upper elementary school students the thinking ability needed to construct sophisticated associations between ideas; describes curriculum used to teach these skills; and reviews software and hardware utilized and…

The literature review organizes research of the National Technical Institute for the Deaf concerning characteristics of successfully mainstreamed hearing-impaired students in terms of: family background; previous educational experience; cognitive skills; motivation; speech, hearing, and communication skills; previous course grades, lecture…

Discusses the substance of project TIES (Teaching Interpersonal Skills to Strengthen Systems), a short-term project designed to enhance the mission of Head Start. Primary goals of TIES were to enhance the affective environment of Head Start children, families and staff, and increase the availability of high quality mental health services. (RWB)

Examines the concept of the cognitively active learner and discusses the following categories of learning strategies: rehearsal, elaboration, organization, comprehension monitoring, and affective. (NKA)

Begins with the assumption that by practicing something one often learns something else. A discussion is presented on the historical and social development of knowledge, the cognitive development of students, the role of teachers, and the meaning of learning situations. (PK)

Deals with the practical assessment of the General Certificate of Secondary Education (GCSE) in Great Britain with regard to the requirements set forth in biology syllabi. Addresses the requirements of the British National Criteria for assessment of experimental skills, the assessment framework, and the principle of positive achievement. (TW)

Reports on a study intended to determine the science education research interests of elementary teachers and to examine the data according to certain demographic variables. Results indicate that hands-on experience, science content, cognitive development and learning styles, problem solving, and teaching strategies were the top five research…

Claims that although a child-oriented classroom is organized by the teacher, the curriculum is enacted by everyone, and that dialogues in which teachers and children develop together provides the core of this enactment. (MM)