The article addresses what is regarded as unjustifiably pessimistic characterizations of memory strategy instructional research, and argues that solid laboratory research on strategy use is needed though much memory instructional research with direct classroom applications to learning-disabled students has been completed. (Author/DB)

A study developed a scale of tolerance of ambiguity related to second language learning. Analysis of second- and third-year college Spanish students' responses to the scale indicated that their tolerance of ambiguity, strength of motivation, attitude, and concern for grade influenced their use of various second language learning strategies. (39…

Discusses variables affecting the choice of learning strategies used by university foreign-language students (n=1,200). Research questions address the kind of strategies university foreign-language students report using and what variables influence the use of these strategies. (64 references) (Author/OD)

Describes open classrooms and their history. Reviews research on academic and nonacademic outcomes for students in open classrooms. Examines the problems of open classrooms, reasons for their decline, and methods for avoiding some of the problems. (RJC)

Describes structured journal writing as a pedagogical tool to help learners become effective lifelong learners. Suggests using the journal writing to promote collaboration which makes effective use of the consciousness-raising and self-help group activities that have been used extensively in the Women's Movement. (KO)

Summarizes research on inquiry and investigative strategies for teaching laboratory science. Concludes that meaningful laboratory instruction is distinguished by: student engagement in science inquiry processes, student manipulation of experimental materials, and the experiential teaching of specific scientific concepts. (RT)

Examined effectiveness of cooperative learning strategy on on-task, academic, and cooperative behaviors of three self-contained classes of emotionally disturbed students. Results support conclusion that cooperative learning strategy led to increases in classes' on-task, cooperative, and academic behaviors. (Author/NB)

A study of fourth- and fifth-graders' critical thinking skills revealed that those subjects who participated in small-group discussions encouraging self-directed critical thinking skills were better able to apply the skills than were students who were asked to solve a problem individually. (Author/CB)

Illustrates that ethnographic research is not antipathetic to controlled experimental or quasi-experimental research. Argues that qualitative and various kinds of quantitative research need to be used in productive symbiotic relationships. (RAE)

Describes a Long Island, New York, school district's staff development project designed to improve student learning and thinking strategies by applying interactive and constructive learning theory. The three-year project focused on bettering reading instruction across the curriculum and used teacher-selected materials and demonstration lessons to…

A study of 114 sixth graders assessed the effects of a learner-control strategy involving choice of elaborative materials in a computer-based tutorial. Results of the study, which incorporated a task-persistence variable, indicate that persistence was related to performance and that learner control enhanced persistent subjects' performance. (TJH)

Examines the effect of cooperative learning strategy manipulations on the enactment and recall of a medical procedure. Reports that, in all groups, recall of the procedure was enhanced by prior performance, while performance was enhanced by prior recall in only two of the four groups. (MM)

Reports on the development and evaluation of a two-component mnemonic strategy for teaching hierarchical and specific botanical concepts. Reports that compared to traditional instruction, mnemonic instruction facilitates learning of both classification and characteristic information, as well as inferential thinking on a problem-solving task. (RS)

A service delivery model for language learning disabled adolescents is described. The model involves a daily classroom format which focuses on teaching language-based academic skills with an emphasis on learning strategies. Philosophical and historical rationales are presented, along with a curriculum implementation example. (Author/DB)

Ten mildly handicapped preschool children were taught to use problem-solving strategies to complete fine motor tasks. Qualitative and quantitative data indicated that the intervention had a positive impact on the task persistence of some children and that some children became more systematic in their approach to solving tasks. (Author/JDD)