Proposes a language teaching methodology based on experience and theory in second language instruction and applied linguistics and characterized by practicality in the classroom. (MSE)

Discusses the development of inquiry skills as a legitimate goal for education and possible ways of using technology to support the inquiry process in classrooms. Three elements of inquiry are examined--how inquiry can be motivated, the centrality of questioning, and metacognitive aspects--and examples of classroom projects are given. (EM)

Tests the validity of a teaching strategy designed to help students learn to think historically. The method offers a rationale for understanding why historians may arrive at differing conclusions. Results of the study (n = 39) indicate a significant improvement in the experimental group concept of history. (TRS)

Extends and replicates the 1948 Soviet study by Istomina that examined the age at which children use deliberate strategies to aid recall and the effect that task context has on remembering. Subjects were 3- to 7-year-old children. Istomina's results were not replicated in this study. (HOD)

Using a series of alternating sort/recall trials, this study explored whether elementary school children's experience with categorically related items would facilitate their subsequent organization and recall of low-associated items. (Author/DR)

Reports the results of a high-speed search task administered to overactive and distractible (hyperactives), normoactive and distractible, and normoactive and attentive (controls) children. Instructions emphasized speed, accuracy, or both speed and accuracy. Indicates that controls and distractibles conformed to the fast guess model, which relates…

Although cooperative learning evidences the greatest potential for engendering student learning, it is used no more than 20 percent of the time in most classrooms. This article reviews research on cooperative, competitive, and individualistic structures used by teachers and discusses the implications for changing teacher preparation practices. (MT)

Considers the implications of research on intentional learning processes for the role of the second language teacher. It is recommended that teachers take on the task of helping their students refine their competence as learners. Techniques for classroom practice are suggested. (MSE)

Presents: (1) a list of ideas for teaching problem-solving; (2) a review of a problem-solving book used in medical education; and (3) a discussion of an approach called problem-based learning. (DH)

Offers a conceptual framework for studying and analyzing potential benefits/disadvantages of homework. Also describes studies (measurement of conditions, practices, and attitudes toward homework). Findings show that students value homework, that few teachers regularly check homework, and that there are sex differences between Arab and Jewish…

Investigates the effects of structural cueing (color or no color) and decision level (rote or semantic) on students' verbatim retention of technical prose and concludes that the results support the distinctiveness of encoding hypothesis for learning via the microcomputer. (DF)

Tested 32 4-year-olds and 32 6-year-olds for free and cued recall following either play-and-remember or sort-and-remember instructions and assessed them for their metamemory of the efficacy of conceptual and perceptual sorting strategies. Younger children recalled more items under sort-and-remember, whereas no recall differences were found for the…

Argues that to be relevant and interesting, history properly studied requires two judgments: (1) Facts being reported must be true facts; and (2) Determination of whether the behavior of citizens in an historical episode is good or bad. Concludes that teachers must become themselves real students and encourage inquiry from students. (TRS)

Describes an exercise which focuses on the ethical and human aspects of science. Outlines the approach and components of a writing assignment based on a literary and humanistic analysis of "The Double Helix" by James Watson. Provides sample questions and examples of integrative literary works. (ML)

The Corrective Reading Program, a direct instruction approach, resulted in significantly greater improvements than prior years for 78 learning disabled and 41 educable mentally retarded students (grades 6-12). Learning disability subjects demonstrated greater achievement gains in both recognition and comprehension. (CL)