The idea that bilingualism causes cognitive damage to children is no longer held by researchers, but it lingers in popular belief. It is based on the assumption that language is central to cognitive development, which is not held by all theorists. Another theoretical issue is whether the mind is a limited-capacity container or can accommodate two…

This paper considers the possibilities of using computers not only to amplify, but to reorganize children's thinking and mental functioning. These two different conceptualizations of the transformational role of noncomputer cognitive technologies (such as written language) in human intelligence and cognitive change are sketched, and the different…

This paper examines the unresolved epistemological and theoretical problems in comparative communication research. The first section examines what "comparative" means by reviewing various fields in the social sciences. The second section provides an overview of epistemic assumptions of comparative communication research and suggests that in the…

The technical reports summarized in this paper were prepared as part of a project designed to determine what is known about the teaching of cognitive skills and to formulate questions relating to such teaching for further research. Topics discussed in the 22 reports include the following: (1) teaching thinking; (2) Aristotle's logic; (3) a…

Reviews evidence on gender inequities in science education and gender differences in "ways of knowing" and argues that making science instruction more effective can promote greater equity. Describes a conceptual change approach to science instruction that explicitly activates students' preexisting conceptions and misconceptions and helps students…

Reviews three books that encourage practioners to be researchers of their own practice. Discusses absolutist and relativist approaches to research by examining assumptions related to questions the research generates. Recommends unification of practitioner and researcher roles through a dialectic, critical, reflective orientation that strives for…

Contrasts recent views of learning and cognition with cognitive learning theories of the late 1950s and early 1960s. Maintains that Jerome Bruner's spiral curriculum approach, still valuable, is not sufficient to explain cognitive development. Proposes a lattice-like cognitive development structure, inviting differing paths of exploration. (CFR)

Reviews and describes different versions of feminism and postmodernism. Reviews the current debate about the challenges that the two sets of theories offer to traditional epistomologies. Concludes with suggestions about the influence of feminism and postmodernism on educational research. (CFR)

Reviews chapters of this book on probability in mathematics education. Topics discussed in the chapters include a historical perspective of probability, an epistemological perspective of probability, an overview of the psychological research on probability learning, computers in probability education, and an analysis of the probability curriculum.…

Asserts that, in modern society, knowledge, higher education, and society act upon each other as separate forces. Examines and compares critical theory and postmodernism and their impact on higher education. Concludes that the differences between these two frameworks as interpretations of higher education can be reconciled. (CFR)

The paper argues that a critical realist perspective can contribute to a critique of evidence-based practice, while at the same time not abandoning the idea of evidence altogether. The paper is structured around a number of related themes: the sociopolitics of "evidence-based"; epistemological roots and a critical realist critique; the debate in…

Learning to teach mathematics for understanding is not easy. First, practice itself is complex. Second, many teachers' traditional experiences with and orientations to mathematics and its pedagogy are additional hindrances. This paper examines teaching practices and reviews some of what is known about prospective and experienced elementary…

This Issue Paper includes two papers: (1) "What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion," by Robert E. Floden and Hans Gerhard Klinzing, and (2) "Taking Account of the Distinction between Knowing and Thinking in Teaching," by Magdalene Lampert and Christopher Clark. Both sets of…

Based on an analysis of the trends in educational research, the paper presents a conceptual model, general trends, and areas of need in educational research. Following an introduction, a conceptual model is presented which helps readers visualize three sets of variables. Set 1 variables center around the educational influences of social class,…

This paper explores the thesis that advances in computer applications and artificial intelligence have important implications for the study of development and learning in psychology. Current approaches to the use of computers as devices for problem solving, reasoning, and thinking--i.e., expert systems and intelligent tutoring systems--are…