Describes successful effort of small women's social services agency to modify its way of operating by means of problem-solving process involving board and staff members. Notes that conflict between staff members actually involved fundamental issues facing organization in transition from informal, volunteer effort to established, service-giving…

Offers brief annotations of 71 children's picture books which highlight both the anxiety and struggle that come with change and the triumph of solving problems and watching the transformations of nature. (SR)

The paper critically appraises the concept-learning and developmental perspectives in science education to show that Pascual-Leone's Theory of Constructive Operators leads to a progressive problem-shift between Piaget's epistemic subject and Pascual-Leone's metasubject. (SM)

Resident assistants (n=117) on three rural campuses assessed frequency of occurrence and their preparedness for resolving 11 resident student problem areas and checked the skills they used to resolve these problems. Findings showed that training programs helped respondents address some issues and experience and maturity aided in the resolution of…

Argues that all students be taught how to negotiate and mediate and learn the role of the mediator. Three steps in managing conflicts are examined: establishing a cooperative context; creating intellectual conflicts; and establishing a peer-mediation program. The theory and research underlying these steps are reviewed. (GLR)

Explores attitudes, values, and behavior needed to be an effective member of an action learning team, including group process skills and problem-solving approaches. (SK)

Describes four easy-to-construct board games and puzzles that teachers can use to strengthen their students' mathematical problem-solving skills in both the classroom and the real world. (MDM)

A majority of 625 Nebraska vocational educators surveyed preferred observation, work with peers, and inservice workshops for continuing education. These preferences suggest the practical problem model of continuing education should include active participation, interaction and dialoge, action and reflection, and contextual specificity. (SK)

Interviewed 15 male caregivers from diverse backgrounds caring for their wives with Alzheimer's disease. Found following themes: commitment, social isolation, loss of companionship, control, sense of accomplishment, problem-solving approach, burden lessening with years of caregiving, and limited expectations of children. Typology of male…

Explores the connection between sports and the Big6 information problem-solving process and how sports provides an ideal setting for learning and teaching about the Big6. Topics include information aspects of baseball, football, soccer, basketball, figure skating, track and field, and golf; and the Big6 process applied to sports. (LRW)

Presents one approach to teaching information-seeking strategies, i.e., brainstorming all possibilities and then selecting the best for a particular situation in relation to the Big6 information problem-solving process. Brainstorming is also useful in task definition and in considering possibilities for presenting information. (LRW)

Reviews major areas of controversy concerning creativity's definition in chronological order corresponding to the publication of each definition of significant influence. Each definition's reasons for failing to achieve widespread acceptance are analyzed, and a suggestion for a general definition is provided. (Author/CR)

Describes a study that illustrates that collaborative-thought experiments are emergent phenomena triggered by events as a whole rather than being predesigned. Points out that participants gradually adopt shared graphical representations and meanings. Contains 28 references. (DDR)

Positive teacher interaction can facilitate collaboration in schools. Teacher groups led by facilitators can work to solve problems as they arise. Problem solving can involve at-risk students, new students, new teachers, and school problems. Facilitators design group activities to provide maximum positive interaction. The activities promote…

Implementing project-based curricula requires simultaneous changes in curriculum, instruction, and assessment practices. Four design principles appear to be important: defining learning-appropriate goals, providing scaffolds, ensuring multiple opportunities for formative self-assessment, and developing social structures. Findings indicate positive…