In 3 experiments, a total of 48 native English speaking and 55 English-as-a-Second-Language (ESL) college students chose alternatives to replace missing logical connectors in expository passages. Differences in meaning and use of the four connector types and implications for improving ESL programing are discussed. (SLD)

Results of a questionnaire completed by 69 British parents of children with special educational needs who were protected by a formal statement indicated that parents do not always understand the procedures for assessment and "statementing" of their child's needs, and that parents are generally satisfied with their communication with…

Comparison of 21 faculty facilitators at the University of Michigan Medical School, with or without content expertise, during small-group teaching sessions in a medical school microbiology course found that students in groups led by content experts had higher levels of satisfaction and higher examination scores. Significant differences in…

Fifty-three elementary school children were tested on Incidental Science Knowledge, i.e., knowledge acquired by chance outside school, and the results obtained were correlated with intellectual development and cognitive style as measured by interviews and group testing, respectively. Indicates that cognitive style and misconception play a…

A survey of 149 entering first-year medical residents concerning experiences with and knowledge of infection control investigated occurrence and patterns of accidental needle-sticking and reporting, student immunization for Hepatitis B, and instruction in universal precautions. It is concluded that students are at risk for needle-sticking, but…

Examines some effects of culturally based knowledge on memory for stories about people performing common activities. Results with monocultural U.S. college students (n=176) and Mexican citizens (n=57) suggest that any theory of the effects of script-based knowledge on memory must consider the cultural origin of the knowledge. (SLD)

The ability of 59 college students to access prior knowledge spontaneously in the form of a general procedure and a specific strategy was demonstrated using a training for transfer paradigm. Results are discussed in the context of transfer-appropriate processing and transfer-appropriate procedures models of learning and memory. (SLD)

Using information drawn from a study of six distinguished clinical medical teachers, six domains of knowledge essential to quality clinical teaching were identified and incorporated in a model: knowledge of clinical medicine, patients, the context of teaching rounds, learners, general principles of teaching and learning, and case-based teaching…

Contributions of motor skill and cognition to sport performance change across age, expertise, and sports. Knowledge and decision making should not limit the development of expertise. Specific strategies for teachers may help students develop expertise. The paper discusses the contribution of knowledge and skill to expertise and its development.…

Currently, little is known about knowledge and cognitive skills that underlie expertise in learning, performance, and instruction of sport and physical activity. The paper makes research suggestions, encouraging the exploration of expertise and the translation of research about expert knowledge and cognitive and motor skills to the design of…

The influence on interlocutors' relative content knowledge on conversational participation in interactions between native speakers (NSs) and nonnative speakers (NNSs) with limited oral skills is investigated. Results indicate that both NSs and NNSs appeared conversationally active, but there were different patterns of participation that could to…

A study of 211 medical students in small-group classes taught by both subject-area experts and non-experts found that the facilitator's content expertise alone did not determine the amount of teacher-directed behavior in a group, student learning, or student satisfaction. Case focus and case training were also significant factors. (Author/MSE)

Describes the Stanford University Teacher Assessment Project (TAP), noting researchers gained insight into the dynamics of teacher assessment and concomitant scoring, the nature of professionalism, and the activity of qualitative research. The article focuses on TAP's 100 Statement Project. (SM)

Discusses stories as a powerful source of knowledge about both the conventional, hierarchical nature of supervision and the transformative alternative that recasts it as a critical, collaborative practice. The paper examines three recurring themes concerning supervisor role (authority, critic, and resource) and one theme concerning the teacher's…

The CONNTAC program marks an attempt to develop an integrative performance assessment process that will measure knowledge, skills, and instructional repertoire of beginning teachers. The development of assessment center exercises and the critical role that scoring plays in exercise development are described. (SLD)