This article explores how several classroom practices can promote self-reflection and metacognition among elementary students. When built into the existing curriculum, activities such as directed goal-setting, practice with language prompts, written self-reflections, and posttask oral conversations are shown to enrich the learning process by increasing students’ awareness of themselves as learners.

A discussion of the benefits of adjusting school schedules to respond to the needs of adolescents for more sleep.

This paper offers an analysis of Mead’s contributions and contradictions in two sections, one on her ethnography, the other on her legacy applied to the problems of education in the contemporary United States, particularly her rarely noticed contributions to a theory of learning.

The article discusses a brain-mind-cycle theory of critical reflection, learning, and wholetheme education. Application of the theory is illustrated with data from an experimental wholetheme teacher education program.

This article reviews research on teacher efficacy, concluding that teachers who believe they are effective set more challenging goals for themselves and their students, take responsibility for student outcomes, and persist when faced with obstacles to learning. The article suggests that efforts to improve schools should include attention to teacher efficacy.

Examines the shared cognitive dimensions of cultural institutions like museums, libraries, and parks, suggesting they make similar situations for transmitting information. This article encourages a critical understanding of public cultural institutions to enlarge the potential for discourse about their analysis and criticism. Heuristic questions for understanding cultural institutions are presented.

This study investigated how new technology affects the working procedures and mental activity of industrial machinists, examining how machinists learn to use computer numerical control technology. Results indicate areas of cognitive difference requiring further study (e.g., differences in conceptualization, formalization, and perspective, and shifts to logical cues from sensory ones).

This article argues that attempts to identify criteria that mark out higher-order thinking and distinguish it from lower-order thinking are still far from satisfactory. Bloom's cognitive hierarchy is discussed, as are the characteristics of higher-order thinking assembled by Resnick.

This article offers four models of what may be going wrong in the transmission of thinking skills from textbooks and teachers to students. Sources of the problem are identified and possible solutions, alternatives, and strategies of "teaching for thinking" are described.

A study in which Logo programming was used to teach problem-solving skills to fourth to eighth grade students is described.

The verbalized thinking of two sixth grade children while reading is analyzed using schema theory. An outline of a critical thinking theory is given and contrasted with schema theory. Conclusions for reading theoreticians are discussed.

This article argues that the promotion of cognitive development in children is a heavily value-laden enterprise and that educators need to understand this so they can value and nurture an appropriate diversity of competencies in children.

Curriculum not only brings purpose to the reading process by providing a ground for intentionality, it also provides another stage where the possible worlds that the text points to can be identified and experienced as good places for grazing.

The author’s purpose here is to argue that imagination is a powerful and neglected tool of learning, and that we need to rethink our teaching practices and curricula with a more balanced appreciation of children’s intellectual capacities.

A reponse to Egan's article, Imagination and Learning. Though in agreement on the lack of an adequate account of educational development, the authors are not in total agreement on the nature of imagination, the meaning of the concrete, or the abstract categories or conceptual tools that (for Egan) account for children’s comprehension of fantasy stories.

The author replies to Greene's response to his article, Imagination and Learning.

The views of Jean Piaget and Rudolf Steiner concerning children's stages of development are compared and related to present-day instructional practices used in the Waldorf schools, which employ Steiner's ideas. Educational principles and practices used at the elementary school level are discussed.

Jean Piaget's belief that children's developmental levels largely determine what they can learn is challenged. Research concerning the existence of cognitive structures in children is critiqued, and problems with administering Piagetian tasks are pointed out. Educators should not restrict children's exposure to learning because, according to Piagetian criteria, they are not ready.

Five arguments are presented as to the inappropriateness of Piaget's "stage of formal operations" as the final stage of cognitive development.

This article is an examination of one particularly crucial and generally overlooked aspect of teaching: what the author calls "translation."

This paper will attempt to dull the distinction between conceptual and rote learning.

The author reviews studies to date and concludes achievement motivation training courses improve school learning by improving classroom and life management skills rather than by changing achievement levels directly.'

The author contends that the bland, insipid content of first-grade readers not only complicates the process of "learning to read," but may, in fact, later contribute to an adolescent's anxiety.

An examination was made of the sex role models portrayed in primary reading texts during six contiguous historical periods in the United States from 1600 to 1966.

Seeking artistic forms to express experiences

The author examines some of the paradigms which have emerged in the development of a science of learning. The behaviorists, he believes, have never moved far enough beyond the S-R approach with its presumption of a passive, reactive learner. Drawing his conception of reflective teaching from Deweyan experimentalism, the author concludes that cognitive-field learning theory provides a paradigm most suggestive for "problem-centered, exploratory teaching."

The more we know about diverse children, the more complex becomes the problem of readiness. The author reviews relevant research and proposes a number of suggestive new guidelines.

The author emphasizes the personal relationship involved in teaching and learning, the importance of authority and the conception of an active learner. The purpose of teaching, he writes, is to cause "a personal discovery"; and he reviews several methods for achieving that end, with a special focus on the teacher's own rethinking of what he is communicating to his students.

The author's concern is to examine three teaching environments—the talking typewriter, the coursewriter, and the SAID system (a speech auto-instructional device).

The more significant of Dr. Thorndike's contributions to lexicography are described in this article. Thanks to his influence, all school dictionaries now have readable type.