Learning how to learn encompasses knowledge about learning, knowledge about learning style, and skills of learning proficiency. Metacognitive techniques can be incorporated into adult education through independent learning projects, collaborative learning, and other approaches. (SK)

Reports the results of a study on students from Grade 4 to Year 10 (n=1853) where the larger number from pairs of decimals was chosen. Test results and interviews were used for data collection. Presents a detailed description of more than 10 ways in which students interpreted decimal numbers. Contains 11 references. (Author/ASK)

Survey of 25 British civil engineering firms revealed informal and unstructured learning systems, limiting designers' opportunity to gain feedback about their designs. A more systematic learning culture was recommended for project-based industries such as construction. (SK)

Explores the connection between sports and the Big6 information problem-solving process and how sports provides an ideal setting for learning and teaching about the Big6. Topics include information aspects of baseball, football, soccer, basketball, figure skating, track and field, and golf; and the Big6 process applied to sports. (LRW)

Case studies of 11 executive women were used to characterize them as compliant novices, competence seekers, or change agents. Each category had different learning tactics, negotiation strategies, and transition characteristics related to career development. Relationships were highly important throughout the women's careers. (SK)

Focus groups of 12 experienced nurses taking a course involving written reflection revealed the following: reflective writing skills need to be taught; the process leads to acceptance of writing as a learning strategy; and reflective writing helps practitioners develop analytical and critical abilities and facilitates personal and professional…

Shows that 22 managers indicated a clear preference for obtaining information about popular management ideas through seminar attendance rather than through reading books. Identifies the semiotic code shaping this preference, charts its regularities and inconsistencies, and uncovers several ironies on how this code is used and understood. (SR)

One hundred Canadian undergraduates read a lengthy expository text, used one of five study strategies for 50 minutes, and completed recall and multiple-choice tests. Students using self-study, repetition, or unsupported elaborative interrogation had difficulty recognizing the passage's main ideas. Elaborative interrogation's effectiveness was…

The learning sequence (TLS) is an adaptable, dynamic framework for designing any learning experience. TLS consists of seven steps (sense of each other, sense of place, group norms, relevance, the experience itself, reflection, transfer) that provide a foundation, a reference point to return to when an unexpected situation arises, and a common…

Outlines a developmental model of critical thinking that is derived from contemporary research on directions and processes of intellectual development in children and adolescents. Identifies metacognitive, metastrategic, and epistemological forms of second-order cognition that enter into critical thinking. (Author/SLD)

Describes the origins, developments, and trends of andragogy, the theory of adult education. Focuses on highly developed adult education all over the world, specifically Russia. Discusses the concept of adult education as a service to its educational consumers. (VWC)

Considers various aspects of teaching and learning stemming from the integration of graphing calculator use in a semester-long college algebra course. Argues that technology use has had a positive impact on various dimensions of student learning. (Author/CCM)

Introduces intentional learning theory and learning orientations, describes higher-order psychological attributes and learner-difference variables for successful learning, offers explanations for fundamental learning differences, and suggests strategies for matching and accommodating learning needs for audiences profiled by learning orientation.…

Represents a college professor's view of children doing math after seven consecutive years of working with approximately 150 children solving word problems. (ASK)

"Give an example" tasks invite students to consider mathematical concepts in relation to their properties according to the data collected by interviews and a questionnaire asking students' strategies for generating the example. Examines how these tasks contribute to the construction of links which in turn lead to construction of more webbed and…