Videodisc technology introduces a new visual dimension to classroom instruction. For students, learning becomes interesting, meaningful, and fun. And for teachers, the rewards are shown in student academic achievement. (SI)

Research on text processing is reviewed including the role of text structure and summarization ability. Implications for the instruction of learning-disabled students include strategy instruction and instruction in such text processing skills as identifying main idea and identifying text structure. (DB)

Surveys research on formal and informal second-language learning strategies, covering the effectiveness of research methods involving making lists, interviews and thinking aloud, note-taking, diaries, surveys, and training. Suggestions for future and improved research are presented. (131 references) (CB)

Discusses the importance of screen design in computer-based instruction (CBI), and presents a framework for screen design decisions based on the ROPES (Retrieving, Orienting, Presenting, Encoding, and Sequencing) meta-model for instructional design. Psychological, instructional, and technological foundations of screen design are discussed, and…

Argues that a deeper analysis of the affect and how it develops is needed for the design of effective learning activities. Topics discussed include the Taxonomy of Educational Objectives in the Affective Domain; a model of skilled behavior; theories of the development of attitudes and affect; affective objectives for instruction; and instructional…

Three experiments were conducted in which the "face-name" mnemonic was adapted for use in learning 30 painting/artist associations by a total of 183 university undergraduates. Subjects exposed to verbal and pictorial mnemonic aids were better able than were others to match artists and their paintings. (TJH)

Evaluates the effectiveness of the PORPE (Predict, Organize, Rehearse, Practice, Evaluate) integrated study strategy system in increasing college students' learning in an actual classroom setting. Finds that PORPE is a practical, durable strategy for learning content area concepts. (RS)

The study designed and validated an instructional sequence to promote the generalization of learning strategies to improve written expression acquired in remedial settings to mainstream settings. The article delineates elements necessary to promote generalization of skills with learning disabled populations. (Author/DB)

Describes a factorial experiment that is used as a laboratory exercise in a research methods course. Uses a Howard-Dolman depth perception apparatus, combining the factors of viewing condition and rod orientation to illustrate the nature of an interaction and the necessity of an additional analysis of simple main effects. (Author/LS)

Presents a technique for introducing analysis of variance (ANOVA) at the concrete level of operational thought, enabling students in introductory statistics courses to understand the complex correlations and interactions between variables. Helps students develop an intuitive understanding of the concepts of between- and within-groups variance and…

Reviews the ethnographic criticism literature and considers its potential applications for the teaching of ethnographic writing. Discusses three major areas: (1) textbook organization; (2) use of first-person and other forms of narrative voice; and (3) teaching political awareness of choices of language and literary forms. (MW)

Students with learning disabilities can learn strategies to improve their organizational and time management skills. Antecedent strategies, which set the occasion for students to become more organized, include assignment logs/charts, work stations, color coding materials, timers, and guided notes. Consequence strategies include reinforcement,…

Presents and discusses a multipurpose worksheet for GCSE (General Certificate of Secondary Education) instruction focusing on more learner-oriented ways of studying, with the teacher retreating from center stage to become a prompter and facilitator. Sample worksheets are appended. (CB)

Experiments with 23 kindergarten and 24 third-grade students show that children can use conceptual understanding to accurately evaluate strategies that they not only do not yet use but that are more conceptually advanced than strategies they use. Results demonstrate commonalities in functioning of constraints in privileged and nonprivileged…

This research review indicates that gifted children demonstrate greater factual knowledge about how their minds work and a greater tendency to generalize strategies to divergent tasks, but do not show a greater tendency to use strategies on their own, maintain strategies over time, or use strategies on tasks similar to the original tasks. (PB)