Although e-learning can offer interactive and engaging learning experiences, the creative ideas that are necessary to create such environments are not always easy to come up with when designing, developing, or teaching e-learning courses. E-learning activities use online technologies such as chat rooms, discussion boards, or email to facilitate…

Argues that comprehension-monitoring strategies (e.g., establishing learning goals, assessing the degree of goal achievement, and modifying strategies to better meet goals) enhances student success. Describes an experimental course for teaching these learning strategies, the training and instructional methods used, key variables in the…

In moving information onto a computer, people generally assume that the format and presentation have little effect on the information itself. Every online educator should consider the effect on students of the electronic presentation of information, however, as that assumption is questionable. Although many writers have investigated the computer…

Argues that process education, experiential learning, and facilitative teaching provide an answer to the educational challenges posed by the information explosion. Presents an information evaluation of the experiential learning programs (i.e., internships and cooperative education experiences) offered at Pima Community College (Arizona). (DMM)

The article describes components of writing competence for instructors of basic writers (e.g., remedial, disadvantaged, language/learning disabled) emphasizing fluency, clarity, and appropriateness. Implications of research for the teaching of writing (such as the significance of errors) and assessment of writing competence are noted. (DB)

St. Clair (EJ1072357) provides a summary and lays out some of the important issues inherent in the broad strategies articulated in "Making Skills Everyone's Business: A Call to Transform Adult Learning in the United States" (MSEB) (United States Department of Education [USDoE], 2015) (see ED558793). In this commentary, JoAnn Weinberger…

Intentional, systemic philosophical change on an educational program level and on an individual level is often a slow and cyclic process. In this article, we reflect on the journey of philosophical change and growth from a traditional philosophy to an inquiry-based, Reggio-inspired one that occurred on both levels in an early childhood teacher…

Explores the use of local area networks (LAN's) in learning laboratories and how they are improving learning outcomes for certain student populations (e.g., deaf and developmental students). Describes how LAN's alter the instructor's role and how instructors can manage student-driven classrooms. Offers guidance on implementing a network system.…

Numerous cases are used to illustrate language mistakes made by Hebrew-speaking students learning English. Teachers' and students' reactions to error correction are discussed, and some linguistic reasons for errors (e.g., mother-tongue interference) are suggested. (12 references) (LB)

Reasons for Indonesian students' reluctance to practice English are discussed, including absence of classroom follow-up activities. Some teaching/learning principles are noted, followed by some conversation teaching techniques (e.g., using humor, rhymes/songs, and interviews). (Contains 10 references.) (LB)

Discusses the developmental needs of young adolescents (e.g., self-exploration, meaningful participation, positive social interaction, physical activity, competency, achievement, structure, clear limits, appropriate curricula, knowledgeable and understanding educators, and integrated learning). Identifies ways Catholic schools can help meet these…

Compares the theories of E. D. Hirsch on teaching cultural literacy with the earlier work of education reformer, Carleton Washburne. Points out that Washburne also supported the notion of cultural literacy, developed a social studies curriculum, and promoted the organization and internal continuity of learning as the prime consideration. (NL)

Notes problems with the current emphasis on summative evaluation of student progress and argues that a formative approach would be more beneficial for students and teachers, offering both groups greater understanding of the learning taking place. Discusses practicalities of adopting formative evaluation procedures, e.g., teacher training, computer…

Discusses the development of ethnic self-awareness, theories of black self-concept and their educational implications, and recommends ways in which teachers can enhance self-concept among black students (e.g., by using goals/objectives that are challenging, but obtainable; encouraging student-directed learning; encouraging self-evaluation; and…

Lee S. Shulman is the President of The Carnegie Foundation for the Advancement of Teaching, a foundation whose mission is "to do and perform all things necessary to encourage, uphold and dignify the profession of teaching." Prior to assuming his role at Carnegie, Shulman was the Charles E. Ducommun Professor of Education at Stanford…