Argues that research shows that the concerns expressed about the Graded Assessment in Mathematics (GAIM) project are not serious and do not outweigh the positive benefits of the program. States that levels of achievement and development of mathematical learning are related. Urges the linking of summative and formative assessment. (KO)

Summarizes the findings of a project that investigated the use of learning strategies by foreign language students and their teachers, and suggests classroom applications for learning strategy instruction. The project identified the differences in strategy use among effective and ineffective language learners and the ways in which teachers could…

There is strong interest in strategy instruction and in conducting research on the topic, with many researchers developing strategy interventions for both normal and learning disabled populations. Experiment design has become both methodologically sound and conceptually convincing. A comprehensive research program requiring both laboratory and…

Through inservice instruction, three research-based teaching and learning strategies (keywords, study guides, and graphic organizers) were presented to teachers of students with disabilities. When the teachers implemented the strategies in their classrooms using precision teaching techniques, student achievement increased. (JDD)

Explores the few studies that compare the psycholinguistic processes characterizing second language acquisition in the classroom and native-speaking environments. A description of a study that found that, although intermediate Spanish students extensively monitored language usage in both environments, their monitored knowledge was still quite…

Addresses four concerns faced by educators incorporating specific features of learning objectives into a course: structure of the course, students' acceptance of changes, time commitment required of professors, and format interference with presentation of subject-matter. (RT)

Offers ideas for using comparative history in the classroom. Includes suggestions for using guided design, role playing, and an approach for a series of sequenced writing exercises. Uses the 1920s and 1970s for comparison, focusing on Teapot Dome and Watergate. (LS)

Analyzes the time children of different ages, sex, and proficiency levels spent on various compositional processes while creating a melody. Suggests that the amount of time used for exploration, development, repetition, and silence has an effect on the subject's ability to replicate the melody. Finds developmental differences in strategies for…

Explores the effect of graphic organizer instruction versus outlining on students' recall of text. Finds that students who used graphic organizers and who received training in summarization and question generation scored significantly higher than groups instructed in outlining or graphic organizers alone. (RS)

Computer-assisted learning programs are assessed relative to the types of knowledge and ways of learning, the connection with actual experience, motivational factors, and responsiveness. Results indicate that computer-assisted programs impart cognitive skills as well as complex knowledge. Motivational factors are quite prevalent, however learning…

Describes 10 years of curriculum innovation in a primary school, with special emphasis on the process of the innovation. Draws general conclusions which could also apply to secondary and tertiary education. (RJC)

Describes a model that teaches a problem-solving process and provides students with the opportunity to practice, develop, and enhance their thinking skills. States that applying learning to real problems is needed to increase a student's thinking ability. Provides diagrams of the problem-solving cycle and levels of thinking. (RT)

Considers research concentrating on the correlation between knowledge structure and learning. Suggests implications of this research to classroom teaching. Cites characteristics of unsuccessful and successful problem solvers. (RT)

Various counting tasks were presented to 24 congenitally, totally blind children, aged 3-13, to determine the behaviors employed to ensure accurate counting. Three dimensions of tactile strategies were found, including "scanning,""organizing," and "partitioning." A developmental progression in the ontogenesis of each…

Analyzed 80 nursery school and kindergarten children's use of referential and phonetic strategies in reading and writing. Results indicated that there was a shift with age from the use of referential to phonetic strategies. (RJC)