Presents the early history of writing across the curriculum (WAC) or "co-operation", as J. Hosic called it in 1913, concluding with a comparison of today's WAC programs with those of earlier decades. (SRT)

Positive health behaviors can be learned by observing the behavior of others and its consequences for them. Four processes--attention, retention, motor performance, and motivation--can be used by teachers to increase the effectiveness of modeling. (DF)

Examines "paired reading," an approach that capitalizes on parent and child reading together at home for a specified period each day using a two-phase technique. The rationale on which the strategy is based is outlined. Evidence from empirical studies is presented. From the research results, the considerable initial promise of…

Second graders were given training in monitoring the ability of strategies, the affective consequences of strategy use, or no strategy-monitoring training. When performing associative learning tasks under several instruction conditions, all training conditions produced short term effective strategy maintenance. However, only the strategy-utility…

Presents suggestions for helping students broaden their learning skills: tell students you plan to help them learn to learn, hold class discussions where students share learning strategies, give students practice using unfamiliar learning strategies, pick a complex learning exercise and present it in steps, and vary your approach over the course…

A study of the learning techniques and strategies of successful learners revealed these strategies: monitoring which often involves silent speaking, attending to form and meaning, guessing, practicing, motivation to communicate, and mnemonics. It also revealed a high tolerance for ambiguity in successful learners. (MSE)

Two studies involved 21 reading disabled elementary students grouped as either dysphonetics (characterized by nonphonetic spelling errors) or dyseidetic readers (characterized by spelling words according to sound rather than appearance). Cognitive strategy differences were noted in visual sequential memory. Findings emphasized the importance of an…

An experiment in self-assessed learning in which college students set their own goals weekly and prepare a self-assessment open to discussion by peers encountered some problems but was found to be the only method of achieving "deep," as contrasted with "surface," learning in higher education. (MSE)

Use of strategies to eliminate interference from irrelevant information in memory was investigated for 11-, 15-, and 18-year-olds. A directed forgetting paradigm was introduced. Results suggest that 11-year-olds use adequate selective remembering strategy, but not selective rehearsal: most 15- and 18-year-olds did. (Author/DST)

Presents placement test results showing a lack of understanding of basic math concepts among entering college students. Explains the application of the learning cycle model in teaching abstract mathematical concepts and offers examples of the model's use. (DMM)

A series of studies demonstrated that instruction or intervention directed at change in conceptual variables resulted in changes in teaching performance. Implications for practice and research emphasize greater attention to conceptual variables as aspects of training. (Author/DF)

Discusses: (1) different types of learning (concepts, properties, facts, procedures, algorithms, skills, and problem solving); (2) types of learning behaviors; and (3) types of representational models, considering concreteness, meaningfulness, and manipulation (active manipulation, passive manipulation, and nonmanipulation). (JN)

Examines the concept of cooperative goal structuring and assesses the effect of one cooperative learning technique (group consensus examinations) on the perceptions and achievement of allied health students in an interdisciplinary course. Group consensus examinations had a significant positive effect on the perceptions of students regarding the…

Discusses learning modalities and learning styles in science education. Learning modalities characterize the way the brain takes in information (input) and restructures/expresses the information (output). Learning styles are ways that information is processed once it is obtained. Examples (including Kolb's "Learning-Style Inventory") are included.…

Discusses how networking provides an effective means of learning about one's environment and of gaining help and support in improving it. The process of networking is examined through case studies. The difference between networking and organizing is also discussed. (CT)