An elementary school teacher in a K-8 Minneapolis public alternative school describes the benefits of choice for her own children and for those in her multiage classroom. Her school's whole-child approach allows students to structure their learning time and teachers to choose the most nurturing learning strategies to suit each child's needs. (MLH)

The paper reviews research studies on individual differences in students' predispositions to learning either in quiet or with sound. One study with 64 sixth graders found students achieved higher standardized reading test scores and had better attitudes when taught in congruent, rather than incongruent, environments. (DB)

Suggests that the effectiveness of specific teaching approaches may be highly dependent on individual learning styles. Reviews issues related to matching teaching and learning styles and identifies ways in which style information can be used to enhance instruction. (SK)

Reports that, even though young infants can discriminate among different facial expressions, there are individual differences in infants' expressivity and ability to produce and discriminate facial expressions. (PCB)

This study aimed to describe developmental differences in five-, seven-, and nine-year-olds' understanding of displaced aggression and to identify social and cognitive correlates of these differences. Understanding of displaced aggression increased significantly with age. (RH)

Discusses the problems of using chronometric analysis, a common cognitive psychological method, for educational assessment. Suggests that cognitive assessment has not reached the precision needed to analyze individual differences. (FMW)

Examines consensus as a function of group members' decision rule orientations. Finds that for groups that interacted verbally, consensus was more likely between groups composed of members with matching (rather than differing) rule orientations. Discusses implications for group consensus and the decision rule orientation construct. (MM)

Studied 112 preterm infants to determine developmental changes and stability of individual differences. Results indicate significant developmental gains with age, and highly significant individual stability of performance across age. (RJC)

Administered an individual differences measure of motivational and orientations and a multidimensional measure of exploratory activity and beliefs to undergraduate students (N=154). Canonical analysis yielded one significant canonical root which indicated autonony and control orientations were positively related to self-exploration and beliefs in…

Explored the roles of genes and environment in masculinity and femininity during pre- and early adolescence in 70 twins of 8-14 years. Results revealed significant genetic influences in all measures. Environmental influences were specific to each individual and not shared by members of the same twin pair. (RJC)

Explores the relationship between mathematical concepts and the circumstances of learning as they relate to within-individual variation. Analyzes previous results on mathematical concepts in and out of school in terms of their similarities and differences. (RJC)

Passive learners rarely play a role in their own education, but follow whatever their teachers decide is best for them. Active learners are self-motivated, independent people who take responsibility for themselves. (JOW)

Team Assisted Individualization (TAI) in mathematics and Cooperative Integrated Reading and Composition (CIRC) are among the best researched and most effective of all cooperative learning methods. TAI was developed to apply cooperative learning techniques to solve individualized instruction problems. Relevant research on both methods is discussed.…

Synectics is a creative problem-solving process carrying participants from problem analysis to the generation and development of new ideas. The system recognizes three types of thinkers: apposite, divergent, and generative. Effective thinking is often limited by maintaining inflexible criteria concerning thinking, insisting on literal meaning,…

Proposes an alternative conceptual framework that can address students with severe disabilities in rural schools and can include a broad range of learning needs in the general education classroom. (JOW)