Describes the methodology for teaching cognitive self-direction (CSD) to preservice teachers, presenting an overview of the CSD model. The CSD curriculum model includes productive strategies such as modeling plus self-verbalization (goal-setting, guiding, and reinforcing behaviors). Benefits to preservice teacher education include improved lesson…

Discusses a study of the relationship between learning trials and achievement for four volleyball skills (set, forearm pass, serve, and spike) in college volleyball. Results suggest structuring the learning environment to improve the probability of more correct trials for all skills. (SM)

Five authors relate principles of learning to learn to adult education: "Self-Esteem" (Krupp); "Labor Education" (Nesbit); "Telecommunications Courses and the Distant Learner" (Takemoto); "Learning Techniques" (Rosenthal); and "ABE: Taking Control" (Spring). (SK)

Self-management strategy training was given to four learning-disabled adolescent males. The subjects mastered the steps in seven to nine sessions and went on to apply the strategy to target behaviors following which these behaviors were at or above criterion in both training and generalization settings. (Author/DB)

This article reviews the research on components of problem solving including two mechanisms for fostering transfer of problem-solving strategies, low-road transfer and high-road transfer, and two types of content (domain specific and higher order thinking). Exploratory research on low-road transfer of higher-order thinking is summarized.…

Discusses Attention Deficit Hyperactivity Disorder (ADHD), the particular characteristics of children with ADHD, treatment of ADHD, and strategies to improve the academic performance of such children. Recommends careful application of existing strategies from the field of reading. (SR)

Presented is the solution to a quadratic expression and a variety of comments regarding this situation and implications for problem-solving instruction. A strategy for approaching similar problem-solving situations is discussed. (CW)

Presents a system in which students in an introductory sociology class use computers to analyze data from the National Opinion Research Center's (NORC) General Social Surveys. Reviews obstacles to the use of computers by both students and instructors and shows how these obstacles can be reduced. (DB)

Suggests that the most effective way to motivate student enthusiasm and interest in the social studies classroom is through the use of educational simulations. Discusses the advantages and disadvantages of simulations, and presents three of the most effective commercial simulations available today. (DB)

The technologies in most American schools have not kept pace with those used in the larger society. Lectures, standardized tests, letter grades, tracking, textbooks, field trips, chalkboards, courses, credits, and busing remain the norm. If educators refuse to embrace newer information technologies, agencies outside schools will develop…

Discusses the positive effects of cooperative learning on students' academic achievement, attitudes toward each other, and social and affective development. Describes two cooperative learning techniques with broad utility and adaptability: the jigsaw strategy and student teams achievement division. (SV)

The use of a computer software package called "Exploring Measurement, Time and Money--Level 1" to help children explore many different arrangements of data and the effects of changing that data is presented. Activities which may be used to prepare students for this instruction are described. (CW)

Free-recall memory performance of and spontaneous strategy use by 227 field-dependent and field-independent undergraduates were investigated by means of memorized word lists that were high or low in inherent organization and when cognitive strategy instruction was provided or withheld. Results are consistent with current views of field-dependence…

Reviews research on learning strategies instruction that has been conducted on students with learning disabilities. Outlines instructional principles on how to teach learning strategies to at-risk students, according to which teachers should teach prerequisite skills before strategy instruction begins; teach regularly and intensively; emphasize…

Teachers using the self-regulated strategy development approach instruct students in task-specific strategies along with more general strategies for regulating the students' strategy use and the learning process. Examines the components, stages, and characteristics of such an approach, along with its effectiveness in helping students with learning…