Discussion of applying strategies of cooperative learning offers five principles and reflections of one teacher. The principles are: (1) teach what you preach; (2) accountability counts; (3) mediation versus aggravation; (4) publish or perish; and (5) create or satiate. Suggestions for evaluation include encouraging student feedback and moving…

Reviews research on the learning of mathematics and its implications for mathematics instruction. Highlights studies of children's arithmetic and influences on the learning and participation of minorities in mathematics. (DMM)

Calls for a new research agenda, one that makes explicit the connection between academics and the objects of their research. Argues that the research agenda itself must be scrutinized in the hope of expanding and sharpening an understanding of what questions to raise. (DB)

The article reviews theories of learning (e.g., stimulus-response, trial and error, operant conditioning, cognitive), considers the role of motivation, and summarizes nine research-supported rules of effective learning. Suggestions are applied to teaching learning strategies to learning-disabled students. (DB)

Considered are concepts and skills appropriate for basic teacher preparation, and those that should be reserved for more advanced, specialized preparation. The cyclical continuum of teacher education and models of teacher development are discussed. (MNS)

Presents guidelines for creating process models for implementation of student development theory in practice. Describes results of workshop in which professionals created process models for translation of specific theory of their choosing into application in practical circumstances. Includes sample process model created using the guidelines.…

Describes briefly the development of ancient as well as current theories and ideas on biological evolution. (ZWH)

A correspondence is shown between grammatical categories and grammatical functions in Chinese. Some syntactic properties distinguish finite verbs from nonfinite verbs, nominals from other categories, and verbs from other categories. (Contains seven references.) (LB)

This paper offers a model of visual functioning focusing on three factors: (1) visual capacity, (2) visual processing, and (3) visual attention. Practical implications of visual therapy are considered, and intervention strategies with children with impaired visual functioning are suggested. (Author/DB)

Describes the beginnings and development of the New Social Studies as an attempt to foster citizen ability to make decisions on major issues. Suggests that the movement ended because of commercialization of materials, lack of a research base, failure to consider the personalities of teacher and student, and failure to consider the hidden…

This article addresses the theoretical rationale for treatment of slow-to-recover (STR) head-injury survivors with sensory stimulation programs. Evidence from four areas (sensory deprivation, enriched environments, nervous system plasticity, and sensitive periods of neurodevelopment) suggests that sensory stimulation programs are potentially…

Describes the development by the National Center for Geographic Information and Analysis (NCGIA) of Geographic Information Systems (GIS) teaching materials. Explains that the demand for GIS professionals and the need to distinguish between the practical and theoretical aspects of GIS motivated the project. Examines the results of and prospects for…

A discussion of the role of reflective thinking in the social work professional's training and practice looks at theories on the relationship of reflection and skilled action and at contemporary social work theories. It is suggested that Donald Schon's reflection-in-action model has applications in social work education and practice. (MSE)

This response to Fey (EC 604 058) argues against the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. Clinicians are encouraged to embrace broad-based models that have explanatory value and are consistent with comprehensive assessment procedures and treatment, focusing on…

This response to commentaries on EC 604 058 attempts to update and clarify views on the application of principles of assessment and intervention in phonological disorders in children. The lack of empirical demonstration that this approach is more effective and efficient than existing procedures is noted. (Author/DB)