This paper opens by summarising the case for student-directed learning in online higher education as a means of bringing about the development and use of higher-level cognitive and interpersonal abilities such as critical and creative thinking. The writers refine their conceptualisations of student-direction, different to, but flowing from…

In this case study, we are able to take a close look at a situation not often encountered in the literature on ICTs in emerging economies: a private company from an emerging economy provided much-needed funding for a US NASA higher learning consortium through a contract for training and research and development in 3D visualization. This study…

In evaluating curriculum materials that are being developed for classroom use, students act as learners and teachers at the same time. Two stages of formative evaluation of materials are described: one-on-one and small group evaluation. Sample questionnaires for each type are provided. (CT)

The authors assert that history can be approached from a creative perspective; the student need not merely report what has already been written. Instead, students may make an original contribution by becoming a practicing historian. Strategies and examples of ideas to motivate students toward this level of productivity are described. (Author/CL)

The author discusses his opposition to gifted curriculum developed largely by teachers and suggests that real problems should be the focus of gifted programing. Two curriculum models are described according to four variables: the roles of students, knowledge, creativity, and teachers. (CL)

The author describes ways in which an organic curriculum--in which students actively plan goals based on their needs--helped an impulsive sixth grader and a language handicapped 20-year-old acquire reading skills, vocabulary, and master phobic reactions. (CL)

Describes a ten-week high school visual arts program. Five incremental drawing assignments dealing with line quality, shapes, conversion from three-dimensional perception to two-, and perspective and distortion of shape are presented. (AM)

Examines the University of Nebraska's experience in implementing a procedure for grade appeal hearings. Discusses the importance of the setting, the chairperson's role, faculty and student roles, committee member's bias, and interactions at the hearing. (CT)

The authors emphasize that, although the "Education for All Handicapped Children Act" provides for inclusion of students in the individual education program (IEP) meeting, few parents and students are aware of the possibility. Suggestion are made for parents and school personnel about ways to include students. (MC)

Distinguishes self-directed learning from individualized instruction and discusses the role of the teacher in promoting self-directed learning. (FL)

Follow-up information about mainstreamed students' adjustment comes from regular educators, parents, and the students themselves. The classroom teacher can provide information on such aspects as academic achievement and support services. Parents observe the students reactions to the settings and to peers. Students can describe their feelings and…

Self-instructional programs in the commonly taught languages are recommended for: (1) those who cannot get to classes, (2) classes with individual learner needs, and (3) learners advanced enough to take on self-directed tasks. The roles of teacher and learner in self-instructional programs are discussed. (JB)

Described is the laboratory program for a second-year chemistry class at a Wisconsin high school. The laboratory stresses student-designed labs. Examples of topics considered are included. (RH)

Describes several activities that can be used to involve students in class and prevent them from becoming merely passive observers of the teacher. (FL)

The results of an intensive study of sixth graders' perceptions about art are presented. It is increasingly apparent that students and their variations in perception, preferences, individual aptitudes, styles, personalities, and traits influence instruction and its outcomes as much as does the teacher. (RM)