Elementary learning-disabled boys (N=48) were randomly assigned to four feedback treatment conditions that involved orally reading nonsense words. Results demonstrated significant differences for: any type of feedback compared to no feedback, corrective feedback (modeling and sound-it-out) compared to general feedback, and modeling compared to…

A "cognitive apprenticeship" approach was evaluated with 58 high-risk grade 7 social studies students. The three teachers were trained to provide explicit instruction of higher order cognitive strategies through modeling, monitoring, and collaborative role-playing activities. Students' writing showed significant improvements and was judged similar…

Some research on the learning of mathematics and on learning in general suggests that students may acquire knowledge more efficiently when presented with worked examples rather than the traditional lecture-and-then-practice format. Good worked examples may facilitate the development of mathematical schemata, while a means-end approach may retard…

Previous research has shown a relationship between formal reasoning ability and science process skill attainment. It has been hypothesized that an increased emphasis on teaching process skills might enhance the formal thinking abilities of students. A variety of strategies have been proposed to better accomplish this task, most notable, the…

Summarizes the "Free to Learn, Free to Teach" program which draws linkages between considerate and compassionate behavior relevant to young children, and democratic values. Various charts and activities illuminating class, school, and safety rules also instruct the students in such democratic concepts as compromise and consensus. (MJP)

Provides an insightful examination of the school rituals, pressures, and socialization that contribute to the construction of a male gender identity. Includes a lengthy discussion by three male preservice teachers about their own experiences with socialization and gender identity. (MJP)

The processes whereby nurses develop the skills and knowledge required to deliver individualized and holistic care were examined in a 2-year study of nurses in a range of clinical settings and a university department of nursing in England. Members of two research teams of qualified nurses joined various communities of nursing practice as…