A study of fourth- and fifth-graders' critical thinking skills revealed that those subjects who participated in small-group discussions encouraging self-directed critical thinking skills were better able to apply the skills than were students who were asked to solve a problem individually. (Author/CB)

Teaching an eight-year-old girl with learning difficulties a more advanced addition strategy through multicomponent self-regulation training and a self-instructional model resulted in more rapid problem solving, fewer learning errors, and the acquisition of even more advanced addition strategies. (SLD)

This study examines the role of self-regulated learning (SRL) in facilitating students' shifts to more sophisticated mental models of the circulatory system as indicated by both performance and process data. We began with Winne and colleagues' information processing model of SRL (Winne, 2001; Winne & Hadwin, 1998) and used it to examine how…

This study seeks to establish which scientific reasoning skills are primarily domain-general and which appear to be domain-specific. The subjects, 12 university undergraduates, each participated in self-directed experimentation with three different content domains. The experimentation contexts were computer-based laboratories in d.c. circuits…

In addition to the cult mystique that the notion of self-directed learning (SDL) has attained, controversy has arisen over its definition, its proper environment, and other issues. Consequently, a number of issues have arisen. The first is that adults are naturally self-directed. The reality is that adults' reactions to and capability for SDL vary…

The focus of education today is on producing graduates who can function competently in the real life work situation, thus challenging teachers to produce students who are self-directed and self-motivated lifelong learners. The clinical contract is an effective learning strategy in aiding students to become more self-directed and confident. In…

This paper introduces the use of self-assessed questions (SAQ) in interactive learning material. SAQs have two related but separate functions in learning materials: SAQs sustain the student's concentration and breaks up the text, and SAQs help the student assess progress of learning at a particular point in the material. Examples are given of…

Describes the results of a survey of highly successful junior high and middle school students, which asked open-ended questions about their perceptions of spelling. Indicates that visualizing is the most common strategy for learning new words, followed by dictionary use and repeating words over and over. (SKC)

Describes a planning model (PLAE--preplan, list, activate, evaluate) that provides a practical and flexible guide in how to determine one's own learning tasks, how to select and schedule the most appropriate study strategies for those tasks, and how to activate and evaluate a plan in terms of its efficiency and effectiveness. (HOD)

This book offers easy-to-follow steps that busy parents can readily implement to decrease homework meltdowns and help kids achieve their academic potential. Written for all parents of kids ages 7 to 16--regardless of whether the problem is a homework power struggle, ADHD, unidentified giftedness, or something else--this book shows parents the…

An exploratory study sought reactions from adult students to study materials provided for them in an independent study program. This study is part of an effort to improve instructional materials for distance education by relating the actual study strategies used by students to instructional design components. (EAO)

Describes an experiment in the teaching of introductory general physics at the college and university level that focuses on self-directed learning. Discusses the "Standard Model", premises of self-directed learning, classroom implementation, class work, laboratory work, out-of-class work, and assessment. Contains 34 references. (JRH)

Claims that the major obstacle to active learning techniques comes from students. To free class time for active learning, students must take on the responsibility for learning factual information on their own. Looks at ways to explain the benefits of active education and to orient students in this approach. (RJM)

Describes a series of evaluation criteria for self-instructional materials for adult learners that focuses on computer-assisted instruction and interactive video instruction. Five categories are included: (1) content; (2) instructional strategies; (3) instructional presentation; (4) documentation; and (5) technical aspects. (10 references) (LRW)

Discusses learner autonomy in traditional adult education and in adult distance education. Learning strategies are described, the teacher's role in each educational setting is examined, and examples of autonomy learning at a distance are given, one at the University of Surrey and one at the Open University in Great Britain. (32 references) (LRW)