This article compares Creative Problem Solving (CPS) to the investigative procedure of Type III enrichment in the Schoolwide Enrichment Model to show that the two models are complimentary. Training in and use of the CPS heuristic with Type III enrichment is offered as an integrated approach for authenticating problem-solving activity and enhancing…

This article examines the relationship of cognitive processing and creativity and argues that educational interventions contribute to the development of creative thinking skills when they provide requisite knowledge structures and stress controlled application of these processes in solving progressively more complex problems. (DB)

Discussion of teaching practices that are effective in developing higher cognitive functioning focuses on curriculum development for at-risk students. Four main strategies are addressed: (1) big ideas; (2) linked concepts and connected knowledge; (3) depth of understanding, including declarative, procedural, and conditional knowledge; and (4)…

Introduces design, integrated with systems thinking, as a necessary if not sufficient means for meeting the challenge of how to create or recreate organizations and institutions. The limits of problem-solving strategies when applied to complex organizational change, the designer's role, and the creative process of design are discussed. (Contains…

Discusses the problem-solving orientation to the teaching of science in middle school, including constructivist theory, the learning cycle, cooperative learning, and assessment. (SR)

Discusses four major issues related to the mathematics curriculum and what research says about each of them, namely questions of content, tracking, problem-based curricula, and the role of proof. (23 references) (MKR)

Shares detailed episodes of children's work in repeatedly partitioning geometric shapes to highlight the process of recursion, which can lead to a deeper understanding of imagination and beauty in children's mathematics. (MKR)

Briefly reviews Positive Peer Culture (PPC) program employed in residential treatment centers, group homes, and schools, that focuses explicitly on peer group to create therapeutic community with unified staff and student goals. Presents question-and-answer session with six adolescent male participants in PPC program. (NB)

The suggestion that the IDIOSCAL model be fitted by the TUCKALS2 algorithm for three-way components analysis is examined. The claim that resulting coordinate matrices will be identical is supported when the data matrices are semidefinite. Counterexamples for indefinite matrices are also constructed. (SLD)

Informal Assessment sometimes interprets enthusiasm and confidence in mathematics for cognitive competence. Presented are two case studies of interviews conducted to study the affective and reflective capacities underlying children's mathematical thinking during a nonroutine problem-solving task. (MDH)

Self-directed teams (SDTs) are small groups of employees responsible for an entire work process or segment, expected by some to be the workplace wave of the future in terms of organization and peak performance. SDTs work to improve their operation or product, plan and control their work, and handle day-to-day problems. (JOW)

Argues that fostering thinking across the curriculum can be affected by engaging students in complex, meaningful, long-term tasks such as decision making, naturalistic inquiry, scientific inquiry, problem solving, and composing. Notes that these tasks require an instructional format (workshops) that provides a new role for teachers and students.…

Discussed is how a high school physics class designed and built a human-powered hovercraft. (KR)

An activity in which students compare the sun's brightness with that of a light bulb of known luminosity (in watts) to determine the luminosity of the sun is presented. As an extension, the luminosity value that the student obtains for the sun can also be used to estimate the sun's surface temperature. (KR)

An activity in which students practice vector addition and interact with every other student in class is described. Directions for playing the game and a copy of the vector name tag needed to play the game are included. (KR)