Compares the reliability and validity of the 10 subtests of the Learning and Study Strategies Inventory (LASSI) obtained from 99 developmental college students with norming values obtained in an earlier study. Indicates that 9 out of 10 subtest reliability coefficients approached but did not equal the earlier study. (HB)

Offers a response to the previous article, discussing school reforms and restructuring; educational technology; hyperlearning; and future learning environments. (Contains five references.) (LRW)

Reports a study that examined the effects of conceptual orienting questions and differences in prior knowledge on factual learning and problem solving in biology. Tenth graders who participated in control or orienting questions groups completed posttests. Results indicated that question groups outscored the control group. (SM)

Argues that educational practices that focus only on hands-on experience within a discipline are not enough to permit students to experience a discipline in its fullest sense. Emphasis should also be placed on the cognitive goals of developing the knowledge, skills, and understanding of disciplines to permit students to communicate and reason…

A study of the relationship between metacognition and academic achievement in 35 Belgian freshmen economics majors found high-achieving students to be aware of more cognitive rules and to evoke such metacognitive knowledge more frequently. Their metacognitive knowledge also seemed more structured and hierarchically organized. Five metacognitive…

Presents six principles for the design of adaptive computer-assisted language learning (CALL) programs for vocabulary that incorporate a theory describing quality in the learning outcome and linking it to the learner's approach. Highlights include interactivity; general architecture of a software system; and diagnosis and modification. (Contains…

Sums up new integrated approaches to teaching reading that are needed to help troubled college readers cope with advanced academic material. Presents two case studies that show how these approaches can work with very different at-risk students. (RS)

Discusses approaches to novel studies for children and youth and provides a fully developed novel study based on "The Wolves of Willoughby Chase" by Joan Aiken. Prereading activities are described, a booktalk is provided, prereading journal suggestions are given, postreading activities are described, and related reading titles are…

Alternative programs developed in early childhood education over the years, from Colonial church communities to Montessori to current developmentally appropriate practices, are reviewed. It is suggested that teachers with limited perspectives on curriculum may violate the various ways of young children's knowing. (LB)

Discusses the need for new organizational designs in schools that are restructuring with emphasis on the role technology can play. Topics discussed include improving communication; redundancy skills that educators need; learning to learn; using technology to support variety and diversity; barriers to using technology in restructuring schools; and…

Describes a project at Texas Woman's University involving adjunct class sessions to help underprepared minority students in teacher education succeed academically. Adjunct class sessions for three required freshman courses provided volunteer students with study strategies and course content discussions. Underprepared students who participated…

Correlates of help-seeking by college students were examined in 3 studies involving a total of 1,539 students. Evidence from all three studies supports the view that help-seeking in college is an achievement-related, rather than a dependent, behavior. Active learners were more likely to seek help when needed. (SLD)

Argues that providing students with a repertoire of important learning strategies is one crucial way of helping all students to become independent readers, thinkers, and learners. Describes a third grade reading environment and the practices of the Students Achievement Independent Learning Program (SAIL). (PRA)

Examined third and seventh graders during dual tasks to estimate the mental effort required to elaborate accessible noun pairs. Findings indicated that the accessibility difference was limited to the third grade. Findings support a knowledge-base view of developmental differences in elaboration effort. (SH)

Various examples of open-ended problems and ways to obtain them are presented. Suggestions for incorporating open-ended problems and some of the benefits and difficulties encountered by teachers and students are discussed. Examples are from courses on mass and energy balances, communications, kinetics and ideal reactors, and reactor design. (KR)