Discusses the economic, educational, and emotional challenges that must be faced by educators in schools and in business. The author examines each challenge and observes how it affects the primary educational goals needed in business education. (CT)

Determined: (1) if elementary education majors (N=91) from different levels of reasoning ability learned more science concepts under different grouping methods in an inquiry/learning cycle-based physical science class; and (2) if these students became able to reason more effectively under the different grouping methods. (JN)

Explains how a writing course with lyric poetry as its subject matter, when designed according to cognitivist principles, provides an environment in which students can grow as writers and also mature in their ability to respond to literature. (HOD)

Discusses the "Philosophy for Children" program developed by Matthew Lipman and Ann Margaret Sharp of the Institute for the Advancement of Philosophy for Children at Montclair State College in New Jersey. Explains how the teaching of philosophy can also be incorporated into the teacher education curriculum. (FL)

This study showed that Oksapmin children not only spontaneously use the indigenous numerical system of their nontechnical culture but also have created new forms of numerical symbolization and calculation to deal with schooling arithmetic problems. Novel conceptual developments, factors mediating the schools effect, and the influence of prior…

The ReQuest procedure, designed to teach students to raise questions independently, has many components that lend themselves to solving some of the problems faced by the teacher of juvenile delinquents. (HOD)

If schools are to combine the goals of equality and excellence, teachers and curricula must teach students to think in a structured and supportive environment. Problems with the education system are discussed. Cognitively oriented curricula and teaching strategies have had positive results in some programs. (DF)

Argues that, while software for preschoolers does not use the potential of the computer as effectively as it might, observations with children using the LOGO language with simplified graphics suggest gains may be made in the areas of cognitive development, problem solving, creativity, and social and language skills. (Author/KS)

This paper describes beginning teachers' assumptions about children's social and moral behavior and presents a model of what children are like socially and morally. Implications of these descriptions for teacher education and classroom practice are discussed. (MT)

Reviews several books that seek to explain what some of the structures of meaning are that stories present to readers and feed into their memories. (HOD)

In Experiment 1; English-speaking preschool children were given sentence verification task to study development of concept of truth-functional negation. Expereiment 2 was a cross-linguistic replication with Korean-speaking preschool children. Despite same cross-linguistic differences in negation system, Korean-speaking children showed essentially…

Presents activities that have been used successfully in leading students from concrete experiences through pictorial and symbolic representations of important numeration concepts and patterns, including place value, multiples, and rounding. Each activity includes concept or skill fostered, list of materials needed, recommended grade level, and…

Fictional account of changes in educational technology between 1985 and 2005. Focuses on appropriate uses for and teaching about computers, the need for developing thinking skills in students, and the need for developing policies regarding educating for an age of biotechnology. (PGD)

Judgments of similarities between numbers were solicited from kindergarten, third-grade, sixth-grade, and adult subjects. Results suggested children become sensitive to an expanding set of numerical relations during the period from kindergarten through sixth grade. Results of a second study suggested that the number similarity judgments of…

Presents criteria that science teachers can use to decide where a given classroom activity falls in a continuum from concrete to abstract. The system is intended as a way of selecting appropriate tasks for children based on their previous experiences and their level of development. (JM)