This paper asserts that the key to algebra reform is to integrate algebraic reasoning across all grades and all topics, to "algebrafy" school mathematics. The distinction is made between algebra "the institution" and algebra "the web of knowledge and skill," which is also clarified. Finally, suggestions are made as to how the educational community…

Education, either face-to-face or across distances, is about creating a shared way of thinking about ourselves and our world. Education is not just preparation for life; it is a way of life. Exchanging ideas with students and teachers in other places about science, math, literature, ideas, and beliefs enhances learning because education is…

Research has informed educators about the value of preparing students for reading in the content areas, but how do teachers begin the complicated task of planning effective prereading activities that maximize their students' learning? This book provides practical activities that promote the learning of adolescents in their daily work in content…

A good vocabulary is one of the major building blocks for success in reading, and every content area has vocabulary to master. This book offers K-12 classroom teachers proven techniques for effective vocabulary instruction. The learning strategies described in the book will help students develop thinking skills that involve analysis, comparison…

This paper explains the process of creating and managing concept maps, using reflection as a focus for its argument. Section 1, What is a Concept Map?, highlights the background and definition of concept mapping, explains how maps signify virtual conceptual structures, looks at structural knowledge, provides an example of a concept map, and…

This article offers ideas as to how students can collaborate as they learn about and utilize a variety of text types (also known as rhetorical modes). The article begins with explanations of the teaching of text types and cooperative learning. The longest section of the article consists of examples of ways that students can use cooperative…

Presents a scheme for comparing the text-learning outcomes derivable from study of either text or a summary of the text and considers some practical study strategies students might adopt when summaries are available and when they are not. The value of summaries in instructional situations is discussed. (MBR)

The existing literature on reading comprehension instruction is organized and reviewed. The authors question whether explicit training to improve comprehension or monitoring strategies should be offered, since these behaviors improve with maturity and experience and in the absence of any apparent training, but conclude that it is possible that…

The keyword method of vocabulary learning was compared with five methods designed to increase semantic processing of the definitions of vocabulary words. The method enhanced vocabulary/definition (associative) learning, but not definition (response) learning per se. In contrast, the semantic conditions tended to increase nonassociative learning of…

The self-reported use of surface and deep-level learning strategies by first-year student teachers at an Australian college of advanced education was studied. The consistency of strategies used by students implies that they use them prescriptively rather than creatively in given situations. These results are considered in light of recent theory of…

Describes study conducted using high school foreign language students to identify and examine effects on learning of three learning strategies--practicing, monitoring, and inferencing. Results suggest strategies have positive role in classroom, but their use is related to attitude not aptitude of language learner.

Three aspects of the learning strategies model are discussed: its philosophy (that intervention should be based on principles of cognitive psychology and learning); its major components (including identification, decision making, and cooperative planning); and its application to a 15-year-old LD student. (CL)

Discusses human performance technology and performance improvement. Topics include classroom and workplace performance; learner and performer supports, including reasons for learning, tools, and guidance; learner and performer constraints, including motives, capabilities, knowledge, skills, and attitudes; and instructional systems interventions…