Examines theoretical underpinnings of metacognition and defines it operationally. Reviews related research findings. Proposes practical implications for classroom teachers who are interested in metacognitive instruction. (RS)

Discusses the environmental and constitutional factors of learning and behavioral problems in school children, and suggests an approach for management. Proposes an expanded role for the medical practitioner in assessment and management. (RJC)

Suggests current natural sciences model insufficient for rural sociology. Suggests reconceptualizing basic and applied social science to define non-natural phenomena with hierarchical characteristics including elements of agency or choice, social production and reproduction, learning, and creativity. Suggests using heuristic models and…

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)

A metacognition model that can help understand general problem-solving deficits in learning disabled students is presented. Two components of metacognition are highlighted: executive processes and attributional beliefs. An educational package combining these components with specific strategy training is illustrated as an approach to improving…

The study compared the problem solving strategies of intellectually gifted (N=133), average (N=102) and mentally retarded (N=51) children on two-dimensional integration problems. Gifted children tended to integrate dimensional information by addition, average children used lexicographic strategies, and retarded children relied on a single…

Encouraging learning-disabled adolescents to find their own successful style of learning requires: (1) breaking down preconceptions about education; (2) breaking down preconceptions about self; and (3) reinforcing such principles as individual responsibility for choices. (DB)

Discusses "hermeneutics" and "inner speech" in an attempt to broaden the current theoretical basis for describing foreign language listening as a dynamically interpretive language process. A pedagogical model is proposed for the teaching of academic listening skills in the foreign language classroom. (Author/CB)

Compares (in two experiments) thematic and mnemonic strategies with respect to: (1) the amount of prose information remembered by students; and (2) the students' structuring of that information. Finds mnemonic strategies more beneficial for recall and organization only when several passages were presented, and thematic strategies more beneficial…

Evaluates more than a dozen vocabulary learning techniques for students of a second or foreign language. Each technique is evaluated in terms of underlying theoretical assumptions and practical utility. (53 references) (Author/CB)

Physical educators should be selective in deciding what games to include in the games curriculum. Several theoretical frameworks for selecting and teaching games are discussed, and a framework for developing a well-balanced games program is suggested. (IAH)

Procedures for teaching learning strategies to postsecondary students are described and methods for integrating them into the college curriculum are discussed. Recent research on the effectiveness of college learning strategy instruction is also reviewed. (MSE)

Urges that natural hazards be studied in order to analyze the geographic theme of human-environment interaction. Suggests ways in which this information can be introduced in the classroom. Identifies field studies and cross-cultural analysis with follow-up discussions as possible activities. Points out information sources. (KO)

Presents a theoretical framework and illustrative findings from a longitudinal study of four students in two contrasting programs of teacher preparation. Describes pedagogical thinking as teacher thinking that helps students learn. Maintains that pedagogical thinking is crucial for teacher preparation. (DE)

Writing need not be a minefield of run-on sentences, misspellings, and trite expressions, but should serve as a powerful catalyst for learning. Teachers focusing on the writing process in various disciplines take students through prewriting activities, writing a draft, peer review of a draft, revising, editing, rewriting the final draft, and…