A question-answer format on how specific teacher behaviors influence students' acquisition of information, ability to make information meaningful, and application of meaning to new situations. (Author/MLF)

A structural arithmetic curriculum is designed to help students develop their own powers of thought. (Author/MLF)

Presents some ideas about concept learning and teaching strategies through which the learner can be guided. Characteristics of curriculum materials that promote concept development are discussed. (Author/MLF)

Jean Piaget's theory of cognitive development described what children are capable of doing at each stage of development; new research focuses on actual use of these capabilities. (Author/MLF)

The Questions to Upgrade and Encourage Student Thinking (QUEST) program is designed to improve student reading comprehension by improving teacher questioning skills. (Author/MLF)

By encouraging students to use their minds in new ways, consciousness education enhances awareness and creativity. Examples include using guided cognitive imagery to introduce new material and using dreams for introducing students to poetry. (Author/MLF)

A style of supervision that varied from letting an assistant solve problems alone to solving the problems for him was not successful. A new approach that included scheduling meetings and collaborative inquiry proved to be effective. (MLF)

With a simplified alphabet and interactive computer programing, John Henry Martin has developed a system by which children can learn to read and write far better than usual. In this interview, he explains his approach. (Author/MLF)

Research in cognitive science is providing an increasingly detailed understanding of human cognition. Teachers can help students become conscious of their own reasoning processes and then learn to compare, contrast, interrelate, or coordinate various ways in which they think in order to refine their problem-solving methods. (Author/MLF)

A set of ten value concepts for a democratic political community that schools should seek to exemplify are divided into those that primarily promote desirable cohesive and unifying elements and those that primarily promote desirable pluralistic and individualistic elements. (Author/MLF)

Citizenship curricula should be broad, realistic, and practical. They should reflect global interdependence and the diversity of American society. (Author)

A summary of what is known today about moral education and a suggested agenda for the future. (MLF)

A practicing school administrator sympathetic to the broad aims of moral education asks some questions about teaching moral education in the schools. (Author/MLF)

A reasoned response to questions about teaching moral education in the schools. (Author/MLF)

Evanston's new civic education units all deal with examples of inhumanity. Primary source documents, simulations, and discussions are used to open up the students' minds about human rights and responsibilities. (Author/MLF)