Based on the papers presented at the 1996 Symposium of the Jean Piaget Society and highlighting the extent to which Piaget's ideas have served to scaffold contemporary thinking about every aspect of conceptual development, this volume examines the nature of conceptual development, its foundations, and the sources of its novelties. The chapters…

This book explores the ways in which fourth-grade students use story, metaphor, and language to develop mathematical thinking skills and strategies. Replete with children's stories and illustrations, the book looks at children as sense-makers, storytellers, language creators, and problem-posers. It focuses on how to create a classroom community…

This book is a comprehensive guide to learning and memory strategies for all students and especially those with learning problems. Chapter 1, on memory and the brain, explains brain cells, the cortex, function of the cerebral lobes, and other brain structures. Chapter 2 examines the memory process and discusses sensory memory, short-term memory,…

This book introduces journal-writing prompts in mathematics for grades 1-2. Content prompts, attitudinal or affective prompts, and process prompts are presented. Each of the content prompts relates or connects topics within and outside of mathematics, targeting important or meaningful concepts and skills. The content prompts also provide…

This book introduces journal-writing prompts in mathematics for grades 3-4. Content prompts, attitudinal or affective prompts, and process prompts are presented. Each of the content prompts relates or connects topics within and outside of mathematics, targeting important or meaningful concepts and skills. The content prompts also provide…

This book introduces journal-writing prompts in mathematics for grades 5-6. Content prompts, attitudinal or affective prompts, and process prompts are presented. Each of the content prompts relates or connects topics within and outside of mathematics, targeting important or meaningful concepts and skills. The content prompts also provide…

This book introduces journal-writing prompts in mathematics for grades 7-8. Content prompts, attitudinal or affective prompts, and process prompts are presented. Each of the content prompts relates or connects topics within and outside of mathematics, targeting important or meaningful concepts and skills. The content prompts also provide…

It is imperative that classroom teachers encourage emergent literacy without sacrificing literature or an introduction to some of the basic concepts in the content areas. This annotated bibliography features some examples of titles recommended by "Best Books for Children" which carry content standards recently established by national…

This interactive curriculum has been developed to teach students about one of their most important rights as citizens, trial by jury. Knowledge about this right is critical since most of today's students will be called to serve on juries at some point in their lives. The curriculum's goal is to help students understand the history and value of…

This paper advocates combining two commonly employed perspectives--the cultural and the political--to overcome the limitations of using either perspective alone to explain and evaluate interactions within educational-administration settings. The mix of concepts adopted within cultural or political perspectives varies, which leads to differing…

Cognitive Acceleration through Science Education (CASE) is an innovative teaching approach born out of research into cognitive development based largely on the work of Piaget, and also incorporating fundamental tenets of Vygotsky's theories of learning. The program aims to improve children's thinking processes by accelerating progress towards…

The generative learning model is explored and linked to recent science education research findings. The implications of the model for the teaching and learning of science, the training of science teachers, and science educational research are discussed. (JN)

The effects of different models of exploration questioning on young children's associative fluency were examined in two experiments with kindergarteners. It is concluded that asking descriptive and difference exploration questions are most facilitative of children's associative fluency. (Author/SEW)

Reviews research involving the definition and measurement of the source credibility construct and reports on a new study. Argues that future factor analytic studies of source credibility would serve no useful purpose, that the historical definitions of the construct should be retained, and that satisfactory measures already exist. (PD)

The concepts of "animal" held by some New Zealand primary, secondary, and college students were explored, using both an interview (N=39) and multiple-choice survey (N=150) approach. The results indicate that many students of all ages have a restricted concept of "animal" compared with that of a biologist. (Author/DC)