Studies the relationship between teacher (n=7) beliefs about mathematics and the learning and teaching of mathematics, and their respective students' (n=138) beliefs about mathematics. Finds that this group of teachers practiced what they believed and that these practices affected what their students believed about mathematics. (Author/CCM)

Explores students' abilities in mental computation, finds out the strategies they use most naturally, and develops a theoretical framework by giving 60 children a questionnaire and interviewing them on a series of arithmetic operations to be solved by mental computation. Generates a classification of children's strategies. Contains 31 references.…

Explores the relevance of hierarchies to information processing. Suggests that participants in all conditions create hierarchical representations as they work, and those in nonlinear conditions use this structure to guide their exploration of the material. An important function of hierarchies may be to define relationships between concepts.…

Reports on how science teachers might work to improve their students' use of science process skills in ways that will contribute to their meaningful learning during laboratory activities. (Author/WRM)

Discussion of how student teachers build concrete concepts and defined concepts in telecommunication environments focuses on a study that used the AskERIC database to demonstrate the role of intellectual skills in developing conceptualizations, to compare and contrast elements of a lesson plan, and to define the role of telecommunication in…

This study tested three hypothesized mechanisms through which explanations might facilitate problem-solving strategy generalization in kindergarteners through second graders. Results suggested that explanations facilitated generalization through the creation of novel goal structures that enabled children to persist in use of the new strategy…

Supplements Steven A.Meyers's article (Teaching Psychology, 1997) on the use of collaborative-learning groups. Provides additional suggestions on starting in-class groups, maintaining their effectiveness, and anticipating common problems. Argues that with careful attention, in-class groups can effectively complement lectures. (DSK)

Examined the effectiveness of transition-stage interventions (information, reminders, encouragement, a brochure about independent learning strategies, and a list of peer names and addresses) at the Indonesian Open Learning University (Universitas Terbuka) and found no increase in student persistence. Concludes that this might stem from a systemic…

The author, a teacher of developmental English, details her methods for increasing student ability to process and analyze information. Advocates taking developmental classes on regularly planned alternative class site experiences in order to instill a wonder about learning and a willingness to engage in sophisticated information processing and…

In an unfamiliar residential neighborhood, 24 10- and 6-year olds were individually evaluated and compared on their conceptual knowledge of the neighborhood. Findings indicate there are statistical and practical differences between the two age groups. Implications for teaching orientation and mobility to children with low vision are discussed.…

Focuses on how to motivate students to learn science and provides a chart of 11 reasons for student motivation. (Contains 13 references.) (YDS)

Provides a profile of the career of John Belland and his work in instructional technology. Highlights include his educational background, teaching experience in higher education, work in learning with 3D computer-generated animation, alternative paradigms of instructional design, and ideas of postmodernism. (LRW)

Describes the Writing Workshop (WW) program at Upland Elementary (Indiana) and how it emphasizes the use of doing rough drafts and revising them to teach writing. Recounts the stories of five grade-school children who blossomed in WW. Summarizes the steps in-process writing: rough drafts, self-editing, peer conferencing, teacher conferencing,…

The extent to which preservice teachers used strategies during their own learning and the influence of college courses on perceived value of strategy instruction were studied with self- report questionnaires. Value for strategy instruction was related significantly to use of some learning (r=0.41) and self- regulation strategies (r=0.53) and…

Explains two notetaking strategies used successfully by secondary school students with special needs in inclusive settings. One strategy, CALL UP, is for students to use while taking notes in class. The other, "A" NOTES, is for students to use for reviewing notes. In each case, each letter reminds students of a notetaking or note reviewing step.…