A general discussion of thinking strategies is given and researchable questions related to thinking strategies are presented. (MK)

Discusses analysis of the content of children's books to determine the extent to which main and secondary characters demonstrate active participation in politics and make realistic decisions. The purpose is to identify potential sources of political socialization and citizenship education. (Author/KC)

Suggests reassessment of research methods, strategies, and aims relevant to curricular/instructional decision making in the social studies. Limitations include the lack of clear-cut implications of findings for practice and the lack of cumulative findings relevant to the real life of the school. (Author/KC)

Presents an ethnographic study of "The Taxonomy of Educational Objectives" (Bloom, ed., 1956). The research represents an attempt to examine a familiar document of our own culture using the methods for analyzing songs, stories, and myths of a foreign culture. (KC)

Five types of errors in an information-processing classification are discussed: language difficulties; difficulties in obtaining spatial information; deficient mastery of prerequisite skills, facts, and concepts; incorrect associations; and application of irrelevant rules. (MP)

The problem-solving processes of seven upper-division college students working a series of problems that could be solved by the application of one or more heuristics are described in detail. (MP)

The relationship between first grade students' understanding of written mathematical symbolization and readiness to learn was investigated. Results suggest students' readiness influences meaningful learning of the written symbolization of addition and subtraction. (MP)

Examined are the problem similarity dimensions perceived by a student when classifying mathematical word problems as related and the relationship between a student's perception of problem similarity and performance on achievement tests. (MP)

The enactive and iconic modes of instruction were compared in teaching preservice elementary teachers the mathematical concepts and skills necessary to teach mathematics via manipulative aids. No significant differences were found. (MP)

Student placement in an initial mathematics course was investigated using either a programed test administered by a computer or a traditional test administered in a conventional manner. The former method was favored. (MP)

The major conclusion of this study is that students understand mathematics better when concepts are written with more common grammatical structures and without symbols. (MP)

Deductive and inductive instructional treatments were not found to interact with field-independence/dependence in this study of seventh-grade students. Field-independent students achieved significantly higher post-test scores than did field-dependent students. (MP)

Information is provided on the funding patterns and award procedures of the Research in Science Education (RISE) program of the National Science Foundation (NSF). (MP)

Advantages and disadvantages of nonexperimental paradigms in mathematics education are discussed. Suggestions are made for action toward establishing such designs as quality research. (MP)

The validity of a study reporting evidence that thinking strategies facilitate the learning of basic facts is questioned. The written report is criticized as suffering from lack of clarity. (MP)