This book looks at how practitioners have focused on the fully educational application of intellect to the problem of developing mathematical thinking among one's pupils. Each chapter demonstrates reflective minds at work, relying on close observation, willingness to understand the student's thinking processes and patient commitment to students…

This paper investigates the potential relationship of Vygotsky's Zone of Proximal Development (ZPD) to gesture and second language learning. It is asserted that the ZPD is both a tool and a result, not a tool for result; it is both product and process at the same time. The process of learning a new language/culture in the case of a person who is…

Describes the Chata Project, a British research project that challenged the prevalent assumption that children will construct sound causal explanations from factual information imparted during history instruction. Their research suggests that explicit instruction is required for children to understand the causal relationships among events,…

Examined kindergartners' and third graders' recall to test the effects of four learning strategies applied to items involving three conceptual relations--taxonomic, contextual, and unrelated. Found that (using a constructivist framework for interpretation) learner activity and causal processing improved memory when memory was not supported by…

Describes the Scaffolding Reading Experience, a technique that helps students deal with challenging expository texts and supports social science inquiry methods. This technique relies on various supporting activities during the prereading, during-reading, and postreading phases. Outlines a series of these activities used during a U.S. history…

Investigated was the effect of programing-augmented mathematics classes on the math achievement, problem solving abilities, and attitudes of students with different cognitive styles. Reports BASIC programing groups demonstrated higher mathematics achievement than the LOGO group, and field independent students performed better and had more positive…

Focuses on encouraging teachers to become critical and reflective practitioners, researchers of their own professional life and agents of change. Four characteristics defining theory, research, and practice in the context of situated research are listed. Teacher research cannot be limited to quantitative research nor to the classroom. (24…

Contends that changing climate of educational research and teaching will influence how the arts will be taught in the future. Recommends broadening the disciplinary structure of the arts and design curriculum and the use of collaborative research. (CFR)

Maintains that cartographic research has long suggested that preschool and early elementary students possess advanced mapping behaviors. Reports on a study of the thematic mapping abilities of 74 second-grade students. Finds that the map tasks were appropriate for this age level and provides four recommendations for classroom instruction. (CFR)

Maintains that there is a lack of research on teaching styles and that teaching and learning styles are distinct topics and should be studied separately. Discusses research findings related to descriptive aspects of teaching styles. Presents a six-part model of teacher behaviors that comprise teaching style. (CFR)

Contends that, in many ways, college teaching has remained largely unchanged since the days of the medieval university. Discusses the role of cooperative learning in higher education and maintains that the technique can enhance critical thinking skills. (CFR)

Asserts that case studies and discussion method pedagogy are replacing lecture and small-group discussion as the primary higher-level teaching method. Describes and discusses the case study approach as a technique for teaching critical thinking skills. Presents 11 arguments for using these pedagogies. (CFR)

Presents a negotiation model for thinking about controversial issues in psychology. Provides students a framework for managing conflicts, including conflicting positions on professional ethics. Discusses relationships among three models of critical thinking. (CFR)

Maintains that good decisions depend on beginning with good information and applying logical reasoning to it. Contends that texts and instruction in critical thinking provide students with limited guidance on selecting credible sources. Presents and discusses seven criteria for selecting credible sources. (CFR)

Maintains that the history of psychology course is a common capstone course in the undergraduate psychology curriculum. Describes exercises designed to encourage active learning and critical thinking. Presents basic steps in completing the exercises and students' reactions to them. (CFR)