Techniques for teachers to use in asking questions and encouraging critical thinking in the classroom are offered. Discussion includes components of an effective question and methods for getting students interested, promoting success, and providing useful feedback. (MSE)

Discusses situated learning and virtual reality, focusing on the pedagogical aspects of the technology and its importance in achieving a learning environment which challenges and supports effective learning. (AEF)

A Shakespearean play was taught in a resource room with students with learning disabilities in grades 10 through 12, in a manner that took advantage of the students' learning differences. Questions about "Macbeth" were developed and investigated before reading the play. The experience increased self-esteem and academic motivation. (SW)

People will learn better if they like what they are learning. Computers offer an extensive library of cases, examples, and stories that are easy to access, fun to work through, and tell students what they want to know. One example is the ASK system, a 15-module, self-study, multimedia program that is fun for trainees to use, which should enhance…

Interviews with 12 students each from grades 1 through 4 found students' attitudes could be placed in four categories differing on attitudes toward school learning, homework, and personal learning projects. More students with than without learning disabilities fell into the category which saw almost all learning as an imposition. (DB)

Attempts to define children's (age 8-10) linguistic needs and interests to provide a basis for foreign language syllabus planning. A questionnaire administered to 637 children determined the social and psychological roles children like to play; the topics they prefer to discuss; the functions they most frequently use; and the notions children are…

Dastoor discusses neurolinguistic programing (NLP), a model for understanding human behavior and a set of communication and learning techniques based on the belief that people have preferred modes of acquiring and processing information. Reed explores learner-centered learning. (JOW)

Ten suggestions for fostering motivation in adolescents with learning disabilities include encourage choices; advocate ownership; strive for relevance; give positive and negative feedback; set high, but manageable expectations; encourage activity and interaction; and model--share your enthusiasm for books. (DB)

Because college teaching aims to elevate, not entertain, it must be nourished and appreciated as a pedagogical alchemy mixing facts and feelings, ideas and skills, history and mystery. The current debate on educational reform should focus more on quality of learning experience, and on how to create and sustain it. (MSE)

Students are motivated to the extent that they initiate and sustain meaningful involvement in learning. Theories of motivation suggest that appropriate attention to college students' needs and expectations for success will enhance their involvement and learning. (Author/MSE)

A number of surveys conducted in Wyoming and discussions with 16 adult basic education students determined barriers to and motivation for participation. Results indicate the need for more positive publicity emphasizing socially acceptable reasons for attending; recruitment through support groups; attention to such barriers as child care, funding,…

Interviews with "Shin Nisei," new second-generation Japanese, university students reveal how strongly motivation influences persistence in taking Japanese courses and the intensity with which these students use Japanese outside the classroom. The discussion stresses problems facing Shin Nisei students in traditional college foreign-language…

A study examined the relative effects of course and program on 39 college students' motivation over a semester-long introductory physics course, a discipline chosen because of its emphasis on higher-order learning. Results include information about student learning motives, changes over time, and student emphasis on different learning goals and…

Indicates how new theorizing on the body can be brought to bear on pedagogical work. Argues that a teacher's body needs to be remembered in writing about teaching and learning because it produces desire in pedagogical events. Shows ways that work on corporeality counters mainstream writing about students and teachers. (DSK)

Presents the hypothesis that drama positively affects second language students by providing spontaneity and motivation. To test the hypothesis, the function of drama in language teaching is explored as well as the technique used to teach English through drama. (Author/VWL)