Context in Education (1998)

Page Contents

A      B      C      D      E      F      G      H      K      L      M      N      O      P      Q      R      S      T      V      W      Y      Z

A

Abraham, R. G., & Vann, R. R. J. (1996). Using Task Products To Assess Second Language Learning Processes. Applied Language Learning v7 n1&2 p61-89 1996. Reviews Bialystok's (1990a) analysis of communication strategy work and describes two studies in which products are interpreted within frameworks illuminating underlying processes of second language (L2) learning. Concludes that products, appropriately analyzed, can provide important insights into the processes of L2 learners. (73 references) (Author/CK) Report/ISSN: ISSN-1041-679X EJ539338

Abu-Rabia, S. (1996). Attitudes and Cultural Background and Their Relationship to Reading Comprehension in a Second. International Journal of Applied Linguistics v6 n1 p81-107 1996. Investigates the relationship of attitudes and cultural background to reading comprehension in the second language (L2) of Israeli Arab students learning Hebrew and Israeli Jewish and Canadian Arab students learning English. Results showed that the motivation of students to learning their L2 was instrumental rather than integrative, regardless of social context. (66 references) (Author/CK) Report/ISSN: ISSN-0802-6106 EJ534203

Aidman, A. (1994). Television as Activity System: A Vygotskian Analysis of Preschoolers' Enculturation and "Mr. Rogers' Neighborhood." Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This paper addresses the role of quality age-appropriate television programming in preschoolers' lives. The paper describes a developmental investigation of preschoolers' knowledge of polite behavior routines and their modeling of host-quest behaviors from a special episode to the television program "Mr. Rogers' Neighborhood." The research reported in the paper took an ecological approach to the study of children's learning from television by using Soviet activity theory to frame the research project. The paper provides background on the activity theory and the activity system approach, describes the five phases of the research, details the findings, and discusses the findings through analysis of activity systems. The paper concludes that the bulk of learning about how to behave in contexts requiring polite interactions stems from experiences in real life situations in the community life of childrenfrom home, school, and the wider societyand not television programs such as "Mr. Rogers' Neighborhood." The paper suggests that future studies of television and children could benefit by building on the framework pursued in the paper. Contains 13 references and figures illustrating the activity system, the television as activity system, the child viewer as activity system, and the child practitioner of polite behaviors as activity system. (Author/RS) ED373377

B

"Balance & Perspectives: 25 Years of Dutch Applied Linguistics" (see FL 019 532). Netherlands Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The early stages of second language learning in everyday communication, without formal instruction, are examined. It is proposed that in such a situation, the learner draws on: (1) second language input; (2) innate human capacity for learning languages; and (3) native language knowledge. The linguist's typical approach to investigating language learning through observation in these contexts might involve noting patterns and considering several hypotheses about learning processes, but this is not observation of what really happens. A 6-year project on second language acquisition by adult immigrants focusing on relationships in specific native/target language combinations illustrates that researchers should look more closely at how the learner approaches the target language, not how theoretical linguists describe the process. In this study, a small pilot investigation on the ways in which individuals retold the plot of a film was used to develop methods and observations. Subsequently, information gathered on the constraints determining utterance structure was used in a larger study. Analysis focused on six domains: expression of time; expression of space; development of utterance structure; lexical growth; feedback in native-non-native interaction; and reasons for misunderstanding. Individual variation in learning can give insight into learning stage and native language characteristics. A 29-item bibliography is included. (MSE) ED338018

Barringer, M. D., Kosal-Smither, C., months, -., months, a.-m. F. e. b. a. d., level, g. a. o. a., identified, t. r. o. t. o. t. o. g. a. d. i., explained, a. a. t. t. t. o. a. i. T. a. a. l. s. f. p. a. u. t., years), i. a.-. , years), a. a.-y. I. f. g. h. a. f. e. a. a. p. a. a.-y. I. f. g. h. a. f., Exceptional, Grayfield, D., Heights, M. M., Practitioners, O., Development, K. D. D. I. L. A. P. M. L. S. E. S. M. R. A. C. C. D. D. S. E. C. E. I. L. R. M., Theory, K. P., District, & Detroit, M. (1982). Getting Ready to Learn] Molehills Out of Mountains. A Resource and Activity Guide for the Developmentally Disabled. A resource and activity guide for the developmentally disabled that focuses on methods to teach students skills essential to learning is presented. It is noted that once students begin to acquire these critical skills, they can become active participants in group learning activities, rather than waiting for their turn in individual sessions. They will also have begun to acquire prerequisite skills needed prior to the onset of language learning. Learning behaviors important for the severely handicapped student are covered: attending to sensory stimuli, gestural imitation, ways of relating to objects, and object permanency. It is suggested that the teacher become familiar with Piagetian theory and the developmental norms and assessment of information generated by this theory, since the behaviors included in the activities comprise the sensorimotor stage of cognitive development identified by J. Piaget ED232384

Baumann, J. F. (1984). The Systematic, Intensive Instruction of Reading Comprehension Skills. Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In direct instruction, the teacher, in a face-to-face, reasonably formal manner, tells, shows, models, demonstrates, and teaches the skill to be learned. Therefore, it is the teacher behavior aspect of classroom instruction that underpins the instructional strategy for teaching main ideas. Much has been learned about teacher behaviors that discriminate successful teachers from less successful teachers. Most of the teacher behaviors described in teacher effectiveness research cluster under the rubric "direct instruction." In a global sense, when direct instruction occurs, enough time is allocated to reading instruction, teachers accept responsibility for student achievement, and they expect that their students will learn. One direct instruction strategy for teaching students various reading comprehension skills is a five-step approach documented by the work and research of J. F. Baumann. The five steps consist of introduction, example, direct instruction, teacher directed application, and independent practice. That is, the teacher tells the students what the lesson will be about; the teacher provides an example; the teacher actually teaches the lesson; and then the teacher gradually releases responsibility for learning to the students through guided application exercises and by providing independent practice. (HOD) ED255866

Beutler, I. F., & Owen, A. A. J. (1980). A Home Production Activity Model. Home Economics Research Journal v9 n1 p16-26 Sep 1980. The family is examined as a focal unit of production and a home production activity model is developed. An interdisciplinary approach is used which puts the broad range of family activities on a continuum from production to consumption. (Author/SK) Reprint: UMI EJ235823

Black, R. S., & Schell, J. J. W. (1995). Learning within a Situated Cognition Framework: Implications for Adult Learning. Georgia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. A qualitative study examined the uses to which 14 adult learners put their acquired knowledge from a graduate-level course in organizational behavior both in and outside classroom settings. The course goal was to empower learners to use organizational theory to improve the performance of vocational education personnel. The 14 learners, who ranged in age from 25-52, were required to complete a group simulation that was based on a situated cognition theory called CEO (Changing Educational Organizations) and that required learners to work in teams to design a model educational organization with the purpose of educating future workers who are critical thinkers/problem solvers. The final product of the simulation was a proposal submitted to a hypothetical state education agency for consideration as a demonstration site. On the basis of data collected through observations of the learners' performance, midcourse evaluations, and the final proposals, it was concluded that instructional strategies based on collaborative learning and creating an environment of trust gave learners opportunities to view their acquired knowledge from alternate viewpoints and that articulation of ideas further enhanced reflection on the meaning/application of information. (Contains 29 references. Selected comments from six learners are appended.) (MN) ED389939

Borich, G., & Others, A. (1977). Classroom Observation Data: Is It Valid? Is It Generalizable? A Compendium of Methodological Papers. The issues discussed in these four papers concern the validity and generalizability of classroom observation instruments. These issues have been studied and are reported here in an attempt to better define the limits to which classroom observation instruments can be used in researching relationships between teacher behavior and student outcome. The premise undergirding these investigations is that before consistent and positive process-product relationships can be found, investigators must be cognizant of the sources of variance which affect the validity and generalizability of their process measures and which, in turn, affect the credibility of their research findings. The four papers are: "Convergent and Discriminant Validity of Five Classroom Observation Systems: Testing the Model" by G. Borich, D. Malitz, C.L. Kugle, and M. Pascone; "Generalizability of Teacher Behaviors Across Classroom Observation Systems" by D. Calkins, G. Borich, M. Pascone, and C.L. Kugle; "Measuring Classroom Interactions: How Many Occasions Are Required to Measure Them Reliably?" and "Generalizability of Teacher Process Behaviors During Reading Instruction" both by O. Erlich and G. Borich. (RC) Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Contract no.: NIE-C-74-0088 ED137371

Borkowski, J. G., & Others, A. (1976). Transfer of Mediational Strategies in Children: The Role of Activity and Awareness During Strategy Acquisition. Child Development 47 3 779-786. The ability of nursery school and first-grade children to learn and transfer a mediational strategy utilizing prepositional relationships between paired-associate objects was investigated under several strategy training conditions. (Author/JMB) EJ157272

Brown, J. S., & Duguid, P. (1993). Stolen Knowledge. Educational Technology v33 n3 p10-15 Mar 1993. Discusses situated learning in the workplace and in the classroom. Topics addressed include operationalization versus legitimization of educational theories; instruction versus learning; explicit versus implicit instruction and knowledge; individual versus social context; systems narrowly construed versus systems broadly construed; and legitimate peripheral participation. (21 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ461591

Brown, J. S., & Others, A. (1988). Situated Cognition and the Culture of Learning. Technical Report. Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: BBN-R-6886 Contract no.: N00014-85-C-0026. This paper explores the relationship between the concept of cognitive apprenticeship and situated cognition and the social construction of knowledge. Cognitive apprenticeship is the enculturation of students into authentic practices through authentic activity and social interaction in a way similar to that which is evidentand evidently successfulin craft apprenticeship. Knowledge is not independent, but is fundamentally "situated," being in part a product of the activity, context, and culture in which it is developed. A theory of situated learning calls for learning and teaching methods which take this into account, in contrast to traditional methods which overlook the central, but restrictive, contribution made by the activities, context, and culture of schools to what is learned there. Two examples of mathematics teaching that exhibit important features of this approach are examined. (4 figures, 42 references) (EW) ED342357

Brown, J. S., & Others, A. (1989). Situated Cognition and the Culture of Learning. Educational Researcher v18 n1 p32-42 Jan-Feb 1989. Conventional schooling too often ignores the influence of school culture on what is learned in school. Knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used; this is known as cognitive apprenticeship. Implications for understanding learning and teaching are discussed. (Author/BJV) UMI EJ386603

C

Cannella, G. S. (1980). Cognition: Development and Education. Iowa Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. All too often educators establish a "pretest, skill, posttest" type of curriculum. While this approach has an educational value, it must be used within a developmental framework based on individual thinking and learning style. Thus, a thorough knowledge of cognitive development is necessary. A review of the body of knowledge concerning individual learning style suggests some implications for practice. The aim of the following review is to provide an introduction to that body of knowledge and to suggest some implications for practice. The preoperational stage of development, as described by Jean Piaget, is especially important to early childhood and elementary educators, since a majority of children are preoperational at the time formal schooling is begun. A complete discussion of cognition requires recognition of individual differences in the learning process. Investigations of the manner in which cognitive functions are executed, or of cognitive style, attempt to identify individual differences in the way children think, perceive, remember, and gather and use information. Two dimensions of cognitive style have been studied: reflective/impulsive and field-dependent/field-independent responses. Cognitive theory in general suggests implications for establishing the classroom as a learning environment based on an activity-oriented curriculum as well as for selecting developmentally appropriate reading and arithmetic materials. (Sample lesson plan objectives and activities for children with developmental reading problems are appended.) (RH) ED225659

Chambre, S. M. (1984). Is Volunteering a Substitute for Role Loss in Old Age? An Empirical Test of Activity Theory. Gerontologist v24 n3 p292-98 Jun 1984. Questions whether role loss significantly influences volunteering, based on data from a sample of 4,339 older adults. Findings suggested that other social characteristics such as socioeconomic status and gender have a greater influence on volunteer patterns. (JAC) UMI EJ303901

Chapelle, C. A. (1996). CALLEnglish as a Second Language. Annual Review of Applied Linguistics v16 p139-57 1996. Focuses on the evolution of research traditions dedicated to the empirical study of computer-assisted language learning (CALL) use for teaching English as a Second Language. (99 references) (CK) UMI Report/ISSN: ISSN-0267-1905 EJ527804

Chepyator-Thomson, J. R. (1995). Multicultural Considerations in Physical Activity: An Introduction. Quest v47 n1 p1-6 Feb 1995. An overview of multiculturalism and physical education reviews its interpretive perspective, the role of critical social theory in this movement, multiculturalism as a critique of the past and the charge that those in power control education, as a documentation of current practices and a reflection of current social change, and as a source for future reform. (JB) UMI Report/ISSN: ISSN-0033-6297 EJ504175

Choi, J.-I., & Hannafin, M. (1995). Situated Cognition and Learning Environments: Roles, Structures, and Implications for Design. Educational Technology Research and Development v43 n2 p53-69 1995. Examines the theoretical underpinnings of situation cognition and derives implications for the design of situated learning environments. Highlights include a discussion of the four basic issues of the conceptual framework of situation cognition; these include the role of content, context, facilitation, and assessment. A table summarizes the principles of each framework. (71 references) (Author/JMV) UMI Report/ISSN: ISSN-1042-1629 EJ508659

Cole, M. (1995). The Supra-Individual Envelope of Development: Activity and Practice, Situation and Context. New Directions for Child Development n67 p105-18 Spr 1995. Explores different attempts to specify the supraindividual unit of analysis in terms of which culture's contributions to human development are to be understood. Traces the history and current usage of terms such as practice, activity, situation, and context. (BAC) UMI Report/ISSN: ISSN-0195-2269 EJ501899

Cotterall, S. (1993). Reading Strategy Training in Second Language Contexts: Some Caveats. Australian Review of Applied Linguistics v16 n1 p71-82 1993. Discusses insights highlighted by a reading strategy training study conducted in a second-language setting. The study cautions against uncritical adoption of strategy training as a panacea for learning difficulties and stresses the importance of recognizing factors in the second-language learning context that suggest modification to procedures carried out successfully in first language. (21 references) (JL) Report/ISSN: ISSN-0155-0640 EJ472781

CTGV. (1993). Anchored Instruction and Situated Cognition Revisited. Educational Technology v33 n3 p52-70 Mar 1993. Reviews theories of anchored instruction and addresses issues related to learning, transfer, and assessment. Highlights include video-based macrocontexts; videodisc anchors versus computer-based simulations; cooperative learning; transfer outside the classroom; authenticity; visual anchors versus verbal anchors; situated cognition; and using distance learning technologies to create learning communities. (98 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ461598

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Davydov, V. V. (1988). The Mental Development of Younger Schoolchildren in the Process of Learning Activity. Soviet Education v30 n9 p48-83 Sep 1988. Provides chapter six from V. V. Davydov's "Problems of Developmental Teaching." Discusses research done on the link between learning activity theory and the structuring of elementary level curricula. Reviews teaching methods for mathematics and the Russian language based on Davydov's theories. (CH) UMI Report/ISSN: ISSN-0038-5360 EJ425020

Decker, W. (1989). Policy Debate: An Activity Worth Saving. Virginia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Policy debate as an activity should be maintained but must be invigorated. Some reasons to save policy debate are (1) the benefit to large numbers of students who might otherwise fail to debate given the increased difficulty associated with learning how to play the game; (2) the shrinking size of policy tournaments, which makes it easier for programs to enter the activity and hope to have a measure of success; and (3) the increased number of topics that receive consideration, which results in increased awareness of significant contemporary problems. The growth of policy debate can be fostered by making a commitment to the development of novice debate; judging the impact of college debate institutes; filling the resource gap by sharing materials; and modifying the point system to reward programs which field large numbers of teams. (KEH) ED312723

Douglas, D. (1989). Testing Listening Comprehension in the Context of the ACTFL Proficiency Guidelines. Applied Language Learning v1 n1 p53-73 Spr 1989. Discusses the issues related to the testing of listening comprehension in the context of the 1986 American Council Teaching Foreign Language Proficiency Guidelines. Four issues are singled out: the meaning of context in testing listening; the concept of criterion-referenced tests; the notion of specific purposes in testing; and the use of technology in listening tests. (58 references) (GLR) EJ441484

Dupuy, B., & Krashen, S. S. D. (1993). Incidental Vocabulary Acquisition in French as a Foreign Language. Applied Language Learning v4 n1-2 p55-63 1993. Third semester college students of French viewed part of a film, read part, and then were given a surprise vocabulary test with colloquial words from the text. Their performance, compared to a control group, suggests that incidental vocabulary acquisition is possible in a foreign language situation. The test is appended. (Contains eight references.) (Author/LB) Report/ISSN: ISSN-1041-679X EJ477798

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"Expertise in Learning, Performance, and Instruction in Sport and Physical Activity.". Quest v46 n2 p241-46 May 1994. Currently, little is known about knowledge and cognitive skills that underlie expertise in learning, performance, and instruction of sport and physical activity. The paper makes research suggestions, encouraging the exploration of expertise and the translation of research about expert knowledge and cognitive and motor skills to the design of instructional interventions. (SM) UMI Report/ISSN: ISSN-0033-6297 EJ487268

Ellis, R. (1988). The Effects of Linguistic Environment on the Second-Language Acquisition of Grammatical Rules. Applied Linguistics v9 n3 p257-74 Sep 1988. Longitudinal data regarding three children's learning of English as a second language in a classroom setting support the hypothesis that the distribution of grammatical variants in learner speech is sensitive to linguistic context. Results suggest that the learners acquired the target language variants in "pronoun contexts" before "noun contexts." (Author/CB) UMI EJ376395

Emmorey, K., & Others, A. (1995). Effects of Age of Acquisition on Grammatical Sensitivity: Evidence from On-Line and Off-Line Tasks. Applied Psycholinguistics v16 n1 p1-23 Mar 1995. Using a video sign-monitoring task in American Sign Language, this study investigated the effects of late exposure to a primary language on adult linguistic processing. Native signers were sensitive to errors in both verb agreement and aspect; early and late signers were only sensitive to errors in aspect morphology. Late exposure was found to affect the on-line integration of verb agreement. (39 references) (Author/CK) UMI Report/ISSN: ISSN-0142-7164 EJ505234

Engestrom, Y. (1992). Interactive Expertise: Studies in Distributed Working Intelligence. Research Bulletin 83. Finland Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. Department of Education, University of Helsinki, Bulevardi 18, SF-00120 Helsinki, Finland. Report/ISSN: ISBN-951-45-6146-5; ISSN-0359-5749. The four studies presented show how expertise, from the cultural-historical theory of activity, is constructed interactively in everyday problem situations. They also demonstrate that purely situational analyses of discourse are insufficient as attempts to explain expertise. The four studies are presented as individual chapters: (1) Expertise as Mediated Collaborative Activitya preliminary theoretical framework for the study of expertise as mediated collaborative activity; (2) The Tensions of Judging: Handling Cases of Driving under the Influence of Alcohol in Finland and Californiaa cross-cultural analysis of judicial expertise highlighting the multi-voicedness and internal tensions of expert work using tape recorded courtroom discourse; (3) Coordination, Cooperation, and Communication in Courts: Expansive Transitions in Legal Workan analysis of expertise in a complex case of civil litigation in another California court setting using a court reporter's official transcripts of sidebar discussions as data on disturbances and innovations in the trial interactions; and (4) Twisting the Scripts: Heterogeneity and Shared Cognition in Multi-Professional Medical Teamsan analysis of expertise in multi-professional medical teams working in Finnish health centers which examines audio- and videotape recordings of their interactions using a three-pronged model of coordination, cooperation, and communication. Most of the 173 references listed are in English. (ALF) ED349956

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Fantuzzi, C. (1992). Connectionism: Explanation or Implementation? Issues in Applied Linguistics v3 n2 p319-40 Dec 1992. Discusses the role connectionism plays in the development of cognitive theories and in the explanation of linguistic phenomena inherent in second language acquisition (SLA). Presents a critical look at some existing connectionist models of language functions with a focus on the need for a general cognitive model of SLA that integrates research in several fields. (58 references) (Author/CK) Report/ISSN: ISSN-1050-4273 EJ541192

Favorin, M., & Kuutti, K. (1996). Supporting Learning at Work by Making Work Activities Visible through Information Technology. Machine-Mediated Learning v5 n2 p109-18 1996. Discusses how information technology can help to bring learning and working together by making work and its organizational context visible; describes a framework based on activity theory for structuring what should be made visible; and provides an example case system based on this structure to support learning in work. (Author/LRW) UMI Report/ISSN: ISSN-0732-6718 EJ523167

Fetzer, A. (1996). Preference Organization and Interactive Language Teaching. Communicative Strategies in a German-English Context. IRAL v34 n2 p77-93 May 1996. Discusses the application of pragmatic and discoursal principles to second-language acquisition (SLA). After critical examination of more traditionally oriented approaches, the article reanalyzes the process of SLA in an interactively oriented setting and applies the principle of "adjacency pair" to the context of SLA. The principle of "markedness" is discussed. (50 references) (Author/CK) UMI Report/ISSN: ISSN-0019-042X EJ529514

Fischer, U. (1994). Learning Words from Context and Dictionaries: An Experimental Comparison. Applied Psycholinguistics v15 n4 p551-74 Dec 1994. Investigated the independent and interactive effects of contextual and definitional information on vocabulary learning. German students of English received either a text with unfamiliar English words or their monolingual English dictionary entries. A third group received both. Information about word context is crucial to understanding meaning. (44 references) (Author/CK) UMI Report/ISSN: ISSN-0142-7164 EJ505233

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Gauvain, M. (1991). The Development of Spatial Thinking in Everyday Activity. California Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Activity theory is a perspective that is largely rooted in the writing of Soviet psychologists. One of the premises of the theory is that human behavior and thinking occur within meaningful contexts as people conduct purposeful goal directed activity. The primary unit of psychological study should be socially organized human activity, rather than mind or behavior alone. To exemplify this, ethological studies of wayfinding which investigate the use of spatial knowledge in naturalistic contexts are cited, and the use of cultural tools and practices in spatial problem solving is discussed. Several issues relevant to spatial cognition are considered in terms of their relation to Gladwin's study of spatial problem solving among traditional Puluwat navigators. Suggestions on ways of incorporating activity theory in research on the development of spatial thinking are offered. It is noted that one direction of study concerns the investigation of the development and use of materials and social resources in the structuring of spatial problems and the ways developmentalists go about solving them. Another direction involves the examination of spatial thinking in relation to task structure and goals. A final direction involves researchers' queries about what skills develop and the manner in which they develop. A list of 24 references is included. (BC) ED336199

Ginsburg, G. P. (1981). Situated Action and the Management of Impression. Nevada Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Studies of the creation and management of impressions have advanced rapidly in recent years. However, relatively little empirical information has been provided about the processes by which impressions are created and managed in routine interaction and about the range of matters about which impressions are created. The excessive use of internal cognitive mechanisms leads research efforts away from a concern with the social and cultural contexts of action. Impression management research should capitalize on its theoretical emphasis on observable social processes, and should be expanded to include management of impressions about relationships, about fluctuating states of feeling, and about intention and willingness to interact. Situational analysis may provide a needed link to cultural considerations. (JAC) ED212940

Glassman, M., & Zan, B. (1995). Moral Activity and Domain Theory: An Alternative Interpretation of Research with Young Children. Developmental Review v15 n4 p434-57 Dec 1995. Explores developmental issues regarding domain theory, a theory explaining moral development. Concludes that this theory does not explain how domains of moral reasoning and behavior evolve, neglects social and historical aspects of domain development, and does not recognize the effects of individual differences on domains. (JW) Report/ISSN: ISSN-0273-2297 EJ516715

Goodnow, J. J., & Others, A. (1995). Editors' Preface to "Development through Participation in Sociocultural Activity.". New Directions for Child Development n67 p41-44 Spr 1995. Provides an overview of the following article by Rogoff (PS523071) in terms of its focus and contribution. Notes the article's focus on the proposition that development is a process of transformation through participation in cultural practices, and that changes must be considered at three levels: personal, interpersonal, and community. (BAC) UMI Report/ISSN: ISSN-0195-2269 EJ501893

Gordon, S. (1993). Mature Students Learning Statistics: The Activity Theory Perspective. Mathematics Education Research Journal v5 n1 p34-49 Sep 1993. Through interviews and questionnaires explores five mature students' approaches to learning statistics from the theoretical perspective of activity theory. Analyses socio-historical factors relating to students' self-regulation of their cognitive activities and interpretation of the contexts affecting their approaches. Appendices include interview, attitudes, and statistics course surveys. (Contains 28 references.) (Author/MKR) Report/ISSN: ISSN-1033-2170 EJ485573

Goswami, A. (1988). Creativity and the Quantum Theory. Journal of Creative Behavior v22 n1 p9-30 Jan-Apr 1988. The idea that creative acts are quantum jumps in the brain's mechanism is explored. Descriptions of the creative process that support the central role of sudden and discontinuous leaps of thought are cited from various philosophers and scientists. Distinctions between the functions of the brain and of computers are drawn. (VW) UMI EJ372027

Graddol, David, E., Swann, & Joan, E. (1994). Evaluating Language. Papers from the Annual Meeting of the British Association for Applied Linguistics (Essex, England, United Kingdom, September 1992). United Kingdom; England Not available from EDRS. Document Not Available from EDRS. Multilingual Matters Ltd., 1900 Frost Road, Suite 101, Bristol, PA 19007. Report/ISSN: ISBN-1-85359-238-2. Papers from a British conference on applied linguistics address various aspects of evaluation and language. Articles include: "Grammar and Language Impairment: Clinical Linguistics as Applied Linguistics" (Paul Fletcher); "Putting Our Practice Into Theory" (Deborah Cameron); "Applied Linguistics as Evaluation of Theory and Practice: (Inter)Relating the Problems of Learners, Teachers and Therapists" (Martin Bygate, Carolyn Letts); "Writing in Another Culture: The Value of Students' KAL in Writing Pedagogy" (Simon Pardoe); "Japanese College Students' Attitudes Towards Non-Native Varieties of English" (Hiroko Matsuura, Reiko Chiba, Asako Yamamoto); "Evaluating Computer Language Learning from the Learners' Point of View" (Phil Scholfield, George Ypsiladis); "Narrative Analysis: Applying Linguistics to Cultural Models of Learning" (Martin Cortazzi, Lixian Jin); "Assessing Spontaneous Language Abilities of Aphasic Speakers" (Susan Edwards, Michael Garman, Raymond Knott); and "Language Play in Advertisements: Some Implications for Applied Linguistics" (Guy Cook). (MSE) ED385155

Gregg, D., & Others, A. (1996). Your City as a Global Fieldtrip. Social Studies Review v35 n3 p12-15 Spr-Sum 1996. Describes a high school world history class field trip structured like a scavenger hunt. Following weeks of preparation the class journeyed to San Francisco (California) looking to answer the question, "What is Culture?" At various locations, the class conducted interviews, collected artifacts, and answered questions. (MJP) Report/ISSN: ISSN-1056-6325 EJ536798

Griffin, M. M., & Griffin, B. B. W. (1996). Situated Cognition and Cognitive Style: Effects on Students' Learning as Measured by Conventional Tests and Performance Assessments. Journal of Experimental Education v64 n4 p293-308 Sum 1996. Impact of situated cognition on map skill retention and cognitive style effects on learning were studied with 45 fourth graders. Immediate postperformance assessment did not differ for experimental and conventional instruction groups, and conventional instruction groups performed better after delay. Cognitive style affected learning only in the immediate postinstruction period. (SLD) Report/ISSN: ISSN-0022-0973 EJ538571

Griffiths, R. (1991). Pausological Research in an L2 Context: A Rationale, and Review of Selected Studies. Applied Linguistics v12 n4 p345-64 Dec 1991. Suggests that temporal variables, such as speech rate, and pause and hesitation phenomena, which are studied within the science of pausology, are of direct relevance to second-language research and English language teaching methodology. Examples are given to demonstrate the use of methodology conventions from this specialized area. (81 references) (GLR) UMI Report/ISSN: ISSN-0142-6001 EJ436009

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Hallden, O. (1980). Activity Learning and Learning Activity: Discussions of a Concept, and an Outline for an Empirical Study. Sweden Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. This paper is a first report from the project "Activity Learning and Cooperation," financed by the Swedish Board of Education. The aim of the project is to establish a theoretical basis for a field study of locally initiated experiments using various teaching strategies. More specifically, this paper is restricted to a discussion of the cognitive framework underlying the theoretical basis. A review of the psychological foundations of activity learning shows that theorists often postulate the efficiency of activity learning, or that the relation between recommendations for teaching strategies and psychological theory is often handled in a superficial way. An attempt is made to formulate characteristics of "Activity" with reference to Piaget's description of cognitive development. Activity is described as a mode of thinking about phenomena. This mode of thinking can be characterized by a willingness to try different ways of interpreting a phenomenon, a searching for intentions behind an act or a text, and a testing of knowledge already accessible in new situations. This is called the assimilative aspect of the acquisition of knowledge. "Activity" is also characterized by a willingness to change one's mind, and the efforts made to understand, which is called the accommodative aspect of the acquisition of knowledge. A note is also added about the field study, and about certain expected results. (Author/MP) ED195345

Heath, S. B., & Mangiola, L. (1991). Children of Promise: Literate Activity in Linguistically and Culturally Diverse Classrooms. NEA School Restructuring Series. District of Columbia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. National Education Association, Professional Library, P.O. Box 509, West Haven, CT 06516 (Stock No. 1844-3-100). Report/ISSN: ISBN-0-8106-1844-3. This monograph addresses the challenge of improving literacy learning for all children, especially those in language-minority classrooms. The monograph introduces some of these classrooms in detail, examining and describing their literacy practices and setting forth some of the principles of learning and language that underlie them. It is the result of long-term collaboration between a classroom teacher and a university researcher, and provides a model for university-school collaboration. The monograph sets the stage for future collaborations between practitioners and researchers that can suggest new and creative ways to improve school-based literacy learning. Special attention is focused on the following: cultural and linguistic differences; inside the classroom; writing, learning, and the teacher's role; literate behavior and literacy skills; and building theory and practice together. Suggestions for implementing cross-grade tutoring projects and references and a reading list are appended. (JL) ED335944

Hirsch, C. R. (1976). Math Lab Activity. School Science and Mathematics 76 617-620. Worksheets are provided which lead students through an exploration of symmetry groups of geometric figures. (DT) EJ148869

Housner, L. D., & French, K. K. E. (1994). Future Directions for Research on Expertise in Learning, Performance, and Instruction in Sport and Physical Activity.

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Kain, E. L., & D'Andrea, V.-M. (1992). Teaching Sociology in an International Setting: Using London as a Laboratory. Teaching Sociology v20 n1 p1-11 Jan 1992. Examines strategies for teaching sociology in an international setting using London as an example. Focuses on ways for faculty to integrate resources of a city in another culture into the overseas study curriculum. Discusses shaping courses to fit an international setting, anticipatory socialization of students, and support for faculty. (DK) UMI Report/ISSN: ISSN-0092-055X EJ447883

Keh, C. L. (1988). Translating Frank Smith's Reading Theory into Practice: A Reading Activity for an Exam-Driven Syllabus. Guidelines: A Periodical for Classroom Language Teachers v10 n1 p45-47 Jun 1988. Smith's approach to reading comprehension is used as the basis of an activity related to the Use of English Exam in Hong Kong. The eight-step activity is described and shown to combine sound reading theory with an academic, test-oriented syllabus. (3 references) (LB) Report/ISSN: ISSN-0129-7767 EJ468931

Kim, M. P., & Rosenberg, S. (1978). Evaluation, Potency and Activity (EPA): Dimensions of Implicit Personality Theory? Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The adequacy of the evaluation, potency, and activity (EPA) system as a scheme for the dimensions of an individual's implicit personality theory was tested using two methods. In the free-response method, each subject described himself and a number of people known to him using trait terms of his own choice; in the other method, each subject used a common set of traits from a list provided by the investigators. The results show that: (1) evaluation is the only strong dimension underlying personality perception for most of the subjects; (2) activity exists in only a few subjects' perceptions; and (3) orthogonality among evaluation, potency, and activity was not found on an individual level, but rather was produced from the aggregation of data across individuals. Also, as expected, such orthogonality is more likely to emerge with a provided list of traits than with a free-response list. (Author) ED169418

Klein, W. (1990). Learning a Foreign Language in a Natural Acquisition Context without Instruction. Toegepaste Taalwetenschap in Artikelen (Applied Linguistics in Articles) n36 p7-15 1990

Knapp, M. R. J. (1977). The Activity Theory of Aging: An Examination in the English Context. Gerontologist 17 6 553-559. The activity theory of aging, originally constructed on the basis of American research and tested predominantly in the USA, asserts an individual's life satisfaction is directly related to his degree of social interaction or level of activity. This theory was found to be relevant in the English context. (Author) Reprint Available (See p. vii): UMI EJ169287

Koble, D., E., J., & Gray, K. K. E. (1975). The Planning Process as an Inservice Activity. Theory into Practice 14 39-42. It is recommended that educational planning and inservice teacher education be integrated to achieve the most effective modifications of staff attitudes. (GW) EJ143873

Kumar, D., & Voldrich, J. J. F. (1994). Situated Cognition in Second Grade Science: Literature Books for Authentic Contexts. Journal of Elementary Science Education v6 n2 p1-10 Spr 1994. A report of how literature books can be used to create authentic contexts for teaching science at the second-grade level is presented. Points out that, instead of relying on expensive technologies, teachers could use carefully selected reading materials to provide students with meaningful contexts for science learning activities. (LZ) EJ503912

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Langer, J. A. (1980). From Theory to Practice: A Pre-Reading Plan. California Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Research indicates that prior knowledge is an exceptionally important determiner of reading comprehension. Many of the prereading strategies currently used to assist reading comprehension do not help teachers identify what students already know about a topic. In an effort to integrate instructional assessment with prereading instruction, the Pre-Reading Plan (PReP) was designed. PReP is a three-step procedure for teachers to use before assigning textbook readings. In the first phase, a key word or concept is given, and students tell what ideas freely come to mind. In the second phase, students are asked what made them think of their first responses. They listen to each other's explanations and interact. Phase three allows students to verbalize associations that have been elaborated or changed through the previous discussion. During phases one and three, three levels of prior knowledge are visible: much, some, and little prior knowledge. Based on responses during phase three, the teacher will be able to judge whether the students' concepts are sufficiently close to those presented in the text to permit comprehension and learning of the material. (HTH) ED197283

Lantolf, J. P., & Pavlenko, A. (1995). Sociocultural Theory and Second Language Acquisition.

Lantolf, J., P., E., Appel, & Gabriela, E. (1996). Vygotskian Approaches to Second Language Research. New Jersey Not available from EDRS. Document Not Available from EDRS. Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648 (paperback: ISBN-1-56750-025-0; hardback: ISBN-1-56750-024-2). Report/ISSN: ISBN-1-56750-024-2. The collection of essays on aspects of Vygotskian theory focuses on the theory's application to research on second language learning. Articles include: "Theoretical Framework: An Introduction to Vygotskian Perspectives on Second Language Research" (James P. Lantolf, Gabriela Appel); Collective Scaffolding in Second Language Learning" (Richard Donato); "Linguistic Accommodation with LEP and LD Children" (Linda Schinke-Llano); "Working in the ZPD: Fossilized and Nonfossilized Nonnative Speakers" (Gay N. Washburn); "Form and Functions of Inner Speech in Adult Second Language Learning" (Maria C. M. de Guerrero); "The Use of Private Speech by Adult ESL Learners at Different Levels of Proficiency" (Steven G. McCafferty); "Inner Speech and Second Language Acquisition: An Experimental-Theoretical Approach" (Tatiana N. Ushakova); Speaking as Cognitive Regulation: A Vygotskian Perspective on Dialogic Communication" (Mohammed K. Ahmed); "Same Task, Different Activities: Analysis of a SLA Task from an Activity Theory Perspective" (Peter Coughlan, Patricia A. Duff); and "The Role of Learner Goals in L2 Success" (Barbara Gillette). Contents are indexed by author and subject. (MSE) ED393311

Lara-Alecio, R., & Parker, R. R. I. (1994). A Pedagogical Model for Transitional English Bilingual Classrooms. Bilingual Research Journal v18 n3-4 p119-33 Sum-Fall 1994. A pedagogical model for transitional English bilingual classrooms was developed to meet the goals of teacher training and guidance, program evaluation, and empirical validation of bilingual theories. The model defines and integrates theoretical principles useful for pedagogical application in four dimensions: activity structures, language of instruction, language content, and communication mode. (Author/SV) EJ508962

Lebow, D. G., & Wager, W. W. W. (1994). Authentic Activity as a Model for Appropriate Learning Activity: Implications for Design of Computer-Based Simulations. Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Implications of using authentic activity as a model for appropriate learning activity are discussed, particularly in regard to the design of computer-based simulations and project-based learning activities. Mere provision of computer-based simulations and reality-centered projects does not ensure that a student will derive the benefits of in-context learning. Characteristics of real-life problem-solving tasks, such as ill-structured problems, complexity, and duration, must be incorporated. The cognitive apprenticeship framework provides the primary rationale for using authentic activity as a model for appropriate learning activities. Theory suggests that learning outcomes are maximized when fidelity and complexity are added progressively in the simulation. A useful way to regard authentic learning activity is to see it as a simulation in which instructional overlay is designed to support a related set of values, integrating ends with means. Design must support the learner in establishing a learning enterprise within the global task environment, and the learning situation must afford activities that can be transferred to the real environment. (Contains 29 references.) (SLD) ED373730

Lederer, D. Y. (1977). A Study of the Relationship between the Theoretical and Empirical Research of the Directed Reading-Thinking Activity and the Specific Comprehension Strategy. New Jersey Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Theoreticians and empiricists have stressed the importance of organization in the learning process and, therefore, the importance of instructional strategies that help develop a child's ability to organize information. Theoreticians have also stressed the importance of the student's active participation in the learning process. The Directed Reading Thinking Activity (DRTA) strategy differs from the traditional Directed Reading Activity in that it is student-centered, stressing critical reading and student interest more than right or wrong answers. This does not mean, however, that the teacher's role is unimportant. Little empirical research has been done to compare the two methods, but it seems that teachers ask more inferring, interpreting, and evaluating questions when using the DRTA strategy, which in turn generates more hypothesizing, predicting, and theorizing from their students. The Specific Comprehension Strategy (SCS) also has received much support from both reading and psychological fields. While stressing students' active involvement in the reading-thinking process, SCS also provides an external structure by which children can critically examine what they hear, see, read, and think. Research on SCS indicates that it may be a viable alternative for developing reading comprehension. (JL) ED226317

Leont'ev, A. A. (1977). La teoria dell'attivita verbale nella fase attuale e il suo significato nell'insegnamento della lingua russa agli stranieri (The Theory of Verbal Activity in its Present Stage and its Significance in the Teaching of Russian to Foreigners). Rassegna Italiana di Linguistica Applicata 9 3 1-13. Traces the evolution of thought in the field of psycholinguistics ("theory of verbal activity" in Russia) and discusses current research being done in the United States, Europe, and the Soviet Union. A valid method of teaching language cannot be developed without a theory of language acquisition. (Text is in Italian.) (CFM) . EJ179381

Lickteig, M. J., & Danielson, K. K. E. (1995). Use Children's Books to Link the Cultures of the World. Social Studies v86 n2 p69-73 Mar-Apr 1995. Discusses the goals of global education and presents a rationale for providing global education experiences at the age children are the most responsive to instruction. Discusses how children's trade books can provide links among cultures and teach geographic knowledge and skills. Includes teaching activities and a list of teacher resources. (CFR) UMI Report/ISSN: ISSN-0037-7996 EJ507487

Lieberman, A. (1992). The Meaning of Scholarly Activity and the Building of Community. Educational Researcher v21 n6 p5-12 Aug-Sep 1992. Explores the relationship between educational theory and practice by describing the following three categories in an expanded view of scholarly activity in education: (1) studying school improvement programs; (2) creating new ways of taking action on new knowledge; and (3) building new collaborative structures between schools and universities. (SLD) UMI Report/ISSN: ISSN-0013-189X EJ464888

Lieberman, A. (1993). The Meaning of Scholarly Activity and the Building of Community. Equity and Choice v10 n1 p4-10 Fall 1993. Presents three categories of an expanded view of scholarly activity in education: (1) studying programs and school cultures to better understand and describe the impact of practice; (2) creating new frames and strategies for taking action; and (3) transforming research and practice through collaboration between schools and universities. (SLD) Report/ISSN: ISSN-0882-3863 EJ476912

Lloyd, J. W., & Others, A. (1996). Group versus Individual Reinforcement Contingencies within the Context of Group Study Conditions. Journal of Applied Behavior Analysis v29 n2 p189-200 Sum 1996. Examination of effects on 27 secondary students' Spanish vocabulary quiz performance of 2 variables (group versus individual study and group versus individual contingencies) found that, overall, group study was superior to individual study and, within the group study condition, group contingencies were superior to individual contingencies. Individual exceptions were found. (DB) Report/ISSN: ISSN-0021-8855 EJ526072

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Marino, J. L., & Others, A. (1983). Building Schema through Writing: The Effects of Writing as a Pre-Reading Activity on Delayed Recall of Narrative Text. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Drawing upon research on the composing process and schema theory, a study explored the effects of a generative writing task presented prior to reading on the delayed recall of fourth grade students. The purpose of the study was to determine if a writing task that required the learner to identify with events in a text to be read later would assist in building a cognitive framework into which text content could be assimilated. Subjects were all fourth grade students in a suburban school in the eastern United States. The two classes in the experimental treatment were asked to read a statement inviting them to pretend they were living in a particular historical setting and then write a letter to their grandparents describing the experience. They were not told of the related reading assignment to follow. The two control classes were asked to write a description of an event that had really happened that might be of interest to others. All students read the same passage, and all were told to remember as much of it as they could for the recall test the following day. Results showed that students exposed to the generative writing task recalled significantly more of the subsequent reading assignment than did those who wrote the unrelated narrative. In addition, lower achieving experimental group students scored significantly higher on the recall test than did their control group counterparts. (Stimulus materials are appended.) (FL) ED235497

Masny, D. (1996). Examining Assumptions in Second Language Research: A Postmodern View. CLCS Occasional Paper No. 45. Ireland Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: ISSN-0332-3889. In a review of literature on second language learning, an opinion is put forth that certain assumptions underlying the theory and the research have influenced researchers' attitudes about second language development and diminished the objectivity of the research. Furthermore the content of the research must then be examined within its sociocultural, historical, and political context, and that it may be necessary to question some of these assumptions, which are based, philosophically, on a modern rationalist, positivist perspective. A postmodern view that second language education is political, and that all knowledge is socially and historically constructed is proposed. These issues are examined: the concept of "natural language" traditional in applied linguistics; artificial distinction made between the language learner and the social context of language learning; Eurocentrism in theorizing about language and language systems; the value of statistics in determining generalizability of research findings; the concept of normalization; and the nature of metalinguistic awareness. It is suggested that the social, cultural, and political nature of research is fragile, and that to understand it, it is necessary to examine it in relation to existing practices and conditions. Contains 39 references. (MSE) ED396562

McClelland, K. A. (1982). Self-Conception and Life Satisfaction: Integrating Aged Subculture and Activity Theory. Journal of Gerontology v37 n6 p723-32 Nov 1982. Integrates the traditional activity theory explanation of adjustment to aging with the aged subculture theory advanced by Rose. A path model to data from two subsamples of older adults. Self-conception is shown to be an important intervening variable between social activity and life satisfaction. (Author) Reprint: UMI EJ270918

McLaughlin, F. (1983). Volunteerism and Life Satisfaction in Older People: A Test of Activity Theory. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Although activity theory proposes a strong relationship between social activity and life satisfaction among older individuals, little research has considered the salience of the activity to the individual. In order to consider the salience of the activity, using volunteer activity as a measure, survey results from the Myths and Realities of Aging in America study (Harris, 1975), commissioned by the National Council on Aging, were used. Data on 1,491 (from a sample of 4,254) respondents having complete survey responses were analyzed. The independent variables were volunteer status, marital status, race, sex, employment, age, and level of interaction with family and friends. Life satisfaction was assessed by the Life Satisfaction Index (A). An analysis of the results showed only a low positive association between volunteerism and life satisfaction. The relationship of frequency of volunteering and life satisfaction was not supported by the data. Analysis of the independent variables indicated that only health status significantly correlated with life satisfaction. These findings draw into serious question the postulates of activity theory and its role in social gerontology. (BL) ED245140

McPhee, R. D., & Corman, S. S. R. (1995). An Activity-Based Theory of Communication Networks in Organizations, Applied to the Case of a Local Church. Communication Monographs v62 n2 p132-51 Jun 1995. Argues and empirically demonstrates that a model based on S. Feld's focus theory validly describes the activity structure of a local church, and that this activity structure is significantly related to communication links among the membership, organized by a latent hierarchy of activation. Finds relationships between activation and personal network characteristics. (SR) UMI Report/ISSN: ISSN-0363-7751 EJ506291

Meinke, M. W. (1990). "A Context-Adaptive Model for Program Evaluation": A Reader Reacts. TESOL Quarterly v24 n4 p759-60 1990. Discusses a model of English-as-a-Second-Language (ESL) program evaluation and suggests ESL professionals begin to see themselves within the wider context of training and development and begin applying useful disciplines of the business world to their activities. (four references) (JL) UMI Report/ISSN: ISSN-0039-8322 EJ430074

Mietus, W. S. (1982). An Activity and Theory for Applying Human Systems Approach to Industrial Arts. Maryland Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. A human systems approach that emphasizes knowing the parts of a phenomenon, their order, and particularly their interactions needs to be adopted by industrial arts. A student-based theoretical framework that incorporates systems and subsystems in industrial arts has been presented by Donald Maley. The theoretical base includes 10 organismic propositions and delineates how the whole boy or girl can best be served in industrial arts. Its major components are the sensory system, the physical motor, the psychological, emotional, intellectual, personality factors, developmental tasks, and coordination of the mental, biological, and intellectual units of the person. The psychomotor function involvement has been focused on as being especially important. Research is needed to study the relationship between the psychomotor and emotional systems, because worker boredom has been observed as one determinant of low-quality work. Studies have already shown significant changes in affective, psychomotor, and cognitive behavior of students after creative thinking experiences. A theoretical model that emphasizes the linking of the sensory, psychomotor, personally emotional, and intellectual systems of students is in the direction of what industry identifies as a critical need. (YLB) ED226229

Miller, P. J., & Goodnow, J. J. J. (1995). Cultural Practices: Toward an Integration of Culture and Development. New Directions for Child Development n67 p5-16 Spr 1995. Explains that cultural practices appeals to developmental researchers as a construct that contextualizes development and provides a way of bringing together thinking, doing, feeling, and becoming. Describes five propositions in general terms and offers an indication of how the concept of practice has been translated into research. (BAC) UMI Report/ISSN: ISSN-0195-2269 EJ501890

Mondria, J.-A., & Boer, M. M. W.-D. (1991). The Effects of Contextual Richness on the Guessability and the Retention of Words in a Foreign Language. Applied Linguistics v12 n3 p249-67 Spr 1991. Examines whether vocabulary acquisition in a foreign language by inferring the meaning of a word from its context makes an important contribution toward the retention of the word in question so long as the meaning is correctly guessed. (49 references) (GLR) UMI Report/ISSN: ISSN-0142-6001 EJ432964

Montgomery, J. L., & Others, A. (1993). Honoring Diversity in Teacher Education: Infusing Learning Styles, Cooperative Learning and Multicultural Nonsexist Education into the Student Teaching Semester. Iowa Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This paper demonstrates how teacher educators can empower preservice teachers to develop a rationale for honoring diversity in their classrooms by building upon an awareness of learning style preference, cooperative learning, and multicultural nonsexist education. A human relations course at the University of Northern Iowa that is taught concurrently with the student teaching experience demonstrates how student teachers become involved in collaborative relationships with their peers by sharing weekly seminars, planning presentations, doing action research, and engaging in classroom instruction. The model involves personalization of concepts through experiential learning in which group building and team teaching are key strategies. Learning from experience is the theme as future teachers are first allowed to experience learning as a learner and then apply this learning to their new role of teacher. Appendices provide a sample activity, "What's in a Name," a way for student teachers to learn the names of persons in the group; and information on learning style preference. Contains 21 references. (LL) ED359144

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Nabors, L., K., E., & Others, A. (1995). Working Papers in Educational Linguistics, Volume 11, Number 1. Working Papers in Educational Linguistics v11 n1 Spr 1995 Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. Five papers on applied linguistics in educational contexts are presented. "What Can Second Language Learners Learn from Each Other? Only Their Researcher Knows for Sure" (Teresa Pica, Felicia Lincoln-Porter, Diana Paninos, Julian Linnell) presents further research on interaction and negotiation among language learners. "Collaborative Effort Between Nonnative English Speakers: A Difference in Strategies" (Karen Carrier) reports research applying a theoretical framework of contrastive pragmatics to pairs of language learners. In "Shifting Gender Roles in the Acculturation Process" (Daryl Gordon), analysis of interviews with recent Laotian immigrants to the United States illustrates changes in women's roles in the wife-husband and mother-child relationships. "The Universality of Face in Brown and Levinson's Politeness Theory: A Japanese Perspective" (Peter Longcope) examines recent research on politeness strategies in Japanese within the framework of a 1978 theory of politeness. In "Learning Grammar in the United States: A Case of Japanese Students" (Toshiyo Nabei), a study of Japanese university students' perceptions of American grammar instruction is reported. (MSE) ED386028

Nesi, H. (1987). Do Dictionaries Help Students Write? Written United Kingdom; England Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Examples are given of real lexical errors made by learner writers, and consideration is given to the way in which three learners' dictionaries could deal with the lexical items that were misused. The dictionaries were the "Oxford Advanced Learner's Dictionary," the "Longman Dictionary of Contemporary English," and the "Chambers Universal Learners' Dictionary." The question examined is what happens when a student consults a dictionary when uncertain about a choice of word or to understand why a word choice was marked wrong. It is noted that a major feature of learners' dictionaries is that they include grammatical and phonetic information to help learners produce language, but the lexical-semantic information in dictionaries provides little help in terms of language production or context. Three types of lexical errors related to context are discussed: errors of register, collocational errors, and errors of meaning. It is concluded that dictionaries tend to be judged by the number of types of headwords listed and the ease with which the definitions can be understood; however, the three dictionaries examined are shown to seriously mislead the student even in the choice of comparatively common words. Suggestions are offered to guide dictionary makers in their compilation of any new production-oriented dictionary. Contains 7 references. (LB) ED346742

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Ochs, E., & Others, A. (1992). Storytelling as a Theory-Building Activity. Discourse Processes v15 n1 p37-72 Jan-Mar 1992. Examines the activity of storytelling at dinnertime in English-speaking, Caucasian-American families. Demonstrates that, through the process of story conarration, family members draw upon and stimulate critical social, cognitive, and linguistic skills that underlie scientific and other scholarly discourse. (SR) Report/ISSN: ISSN-0163-853X EJ444266

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Pedrotti, L. S., & Chamberlain, J. J. D. (1995). CORD Applied Mathematics: Hands-On Learning in Context. Mathematics Teacher v88 n8 p702-07 Nov 1995. The Center for Occupational Research and Development (CORD) developed an applied mathematics course that integrates algebra, geometry, trigonometry, and other strands; centers around hands-on laboratory experiences; and uses real-world problems found in the world of work. (MKR) UMI Report/ISSN: ISSN-0025-5769 EJ515327

Petelle, J. L., & Others, A. (1988). New Explorations in Organizational Relationships: An Expectancy Model of Human Symbolic Activity. Southern Speech Communication Journal v53 n3 p293-306 Spr 1988. Explores the dimensions of expectancy theory in human communicative behavior. Examines human expectancies from a communicative perspective. Proposes an expectancy model of human symbolic activity centering on communicative expectancies within supervisor and subordinate relationships. (SR) UMI EJ376126

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Rank, B. (1977). Der Sprachunterricht und die Theorie der SprechtaetigkeitThesen zur "Aufhebung" des Grammatikunterrichts (Language Teaching and the Theory of Speech ActivityTheses on the Abandonment of Grammar Teaching). Linguistik und Didaktik 8 31 171-181. Discusses "theses" of the Soviet theory of speech activity, e.g.: speech usage rather than language system must be the basis of grammar teaching. Some instructional plans are offered for teaching grammar through this approach. (Text is in German.) (IFS/WGA) EJ177801

Report, ED211929, F., & Twining, J. E. (1981). Implications of Schema Theory for the Guided Reading of Short Stories. Adapting the implications of schema theory to the practical endeavors of the community college literature classroom can be readily accomplished within the framework of guided reading activities that prepare students for critical reading and analysis of short stories. Guided readings focus on what prior knowledge/experience and what aspects of story structure might be useful to students in creating some identification with a story and some sense of its organization. The guided reading activity (usually a list of questions and suggestions in outline form) directs the reader to note certain aspects of the story, hints at certain important relationships, calls for associations between story content and the reader's knowledge/experience (schemata), asks questions to stimulate further thought and active involvement with the story, and requires that conclusions be drawn and applications made to the "real world." (Examples of guided reading activity outlines are appended for Katherine Mansfield's "The Garden Party," Shirley Jackson's "The Lottery," and Dorothy Parker's "Big Blonde.") (BL)

Rieschild, V. R. (1994). "Yes Kylie, Echidna's "Are" Almost Wombats]" Adult Responses to Young Children's Answers in Two Languages: Lebanese-Arabic and English. Australian Review of Applied Linguistics v17 n1 p104-24 1994. Examines some aspects of English and Lebanese-Arabic adult responses to child answers, exploring the way the use of preferred communication strategies reflects culturally based assumptions about learning and guiding learning. The article argues that adults who regularly deal with young children develop preferred interactive strategies deriving from social attitudes. (5 references) (Author/CK) Report/ISSN: ISSN-0155-0640 EJ535863

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________. (1989). Second Language Acquisition in Children. Teacher's Activity Manual. Maryland Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Foreign Language Coordinator, Division of Academic Skills, Montgomery County Public Schools, 850 Hungerford Drive, Rockville, MD 20850 ($25 for manual and videotape; prepaid). The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights current theories, issues, and questions about second language acquisition. The following topics as they relate to children learning a second language in elementary school foreign language immersion classrooms are explored: caregiver speech; contextualized language; comprehensible input; the role of input; the role of output; hypothesis testing/negotiation of meaning; encouragement of oral language development; the role of grammar instruction; the role of error correction; the role of age, aptitude, personality, and motivation. It is suggested that the recommended readings included in the manual be read before viewing the video program. Two papers for background reading are: "Second-Language Development in Immersion Contexts" (Barry McLaughlin) and "Building Programs on a Sound Foundation: From Theory to Practice" (Helena Anderson Curtain; Carol Ann Pesola). (VWL) ED356659

Scliar-Cabral, L., & Others, A. (1991). The Role of Context to Guarantee the Optimization of Linguistic Communication. Rassegna Italiana di Linguistica Applicata v23 n3 p31-39 Sep-Dec 1991. Data obtained from a test of erasing an initial consonant or vowel of nonwords are presented and discussed to prove the inefficiency of processing when depending solely on acoustic decontextualized data. The experimental paradigm is the same as that used by the Universite Libre de Bruxelles. (six references) (LB) Report/ISSN: ISSN-0142-6001 EJ444523

Scribner, S. (1985). Knowledge at Work. Anthropology and Education Quarterly v16 n3 p199-206 Fall 1985. Activity theory posits that culturally organized actions guide the acquisition and organization of knowledge. This theory was applied to the organization of knowledge within a large milk processing plant. The dairy was found to be organized by social knowledge, yet individuals creatively synthesized several domains of knowledge to organize their own actions. (KH) UMI EJ326106

Shirai, Y. (1992). Conditions on Transfer: A Connectionist Approach. Issues in Applied Linguistics v3 n1 p91-120 Jun 1992. Discusses and explains the conditions under which first language transfer occurs in terms of the connectionist framework of second language representation, processing, and acquisition. Identifies these conditions as interlingual mapping, markedness, language distance, learner characteristics, cognitive load and sociolinguistic context. (104 references) (Author/CK) Report/ISSN: ISSN-1050-4273 EJ541185

Siegel, J. (1997). Using a Pidgin Language in Formal Education: Help or Hindrance? Applied Linguistics v18 n1 p86-100 Mar 1997. Presents the results of research examining the argument that the use of a pidgin or creole will interfere with students' subsequent acquisition of the standard language. The study evaluated a preschool program in Papua New Guinea that uses Melanesian Pidgin English as the medium of instruction for students who later attend an English-medium community school. (24 references) (Author/CK) Report/ISSN: ISSN-0142-6001 EJ541119

Sierpinska, A. (1995). Mathematics: "In Context," "Pure," or "with Applications"? For the Learning of Mathematics v15 n1 p2-15 Feb 1995. Argues that a curriculum based on mathematics such as it arises in solving everyday problems is unrealistic; the problem of transfer cannot be resolved by claiming that it should not exist in the first place. (49 references) (MKR) Report/ISSN: ISSN-0228-0671 EJ505586

Skolnik, S. (1995). Launching Interest in Chemistry. Educational Leadership v53 n1 p34-36 Sep 1995. When disequilibrium is integrated into the high school chemistry curriculum, students are challenged by phenomena that cause them to question previously held beliefs. They then develop possible explanations and design methods to test their hypotheses. Discovery learning encourages in-depth concept development, independent problem solving, and hands-on scientific inquiry. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ511719

Smith, J. K. (1992). Interpretive Inquiry: A Practical and Moral Activity. Theory into Practice v31 n1 p100-06 Spr 1992. Article examines interpretive inquiry, which views research as a practical, moral activity similar to other inquiry. It discusses interpretive inquiry goals and procedures, how to do interpretive inquiry, and how to distinguish good from bad research. (SM) UMI Report/ISSN: ISSN-0040-5841 EJ452270

Snepenger, D. J., & Crompton, J. J. L. (1984). Leisure Activity Participation Models and the Level of Discourse Theory. Journal of Leisure Research v16 n1 p22-33 1984. The level of discourse theory was empirically tested to determine its usefulness to researchers in selecting independent variables for population and subpopulation models of leisure participation. Recommendations for combining social aggregate and social action independent variables in population and subpopulation participation models are presented. (Author/DF) UMI EJ298882

Spinuzzi, C. (1996). Pseudotransactionality, Activity Theory, and Professional Writing Instruction. Technical Communication Quarterly v5 n3 p295-308 Sum 1996. Defines pseudotransactionality as writing that is patently designed by a student to meet teacher expectations rather than to perform the "real" function the teacher has suggested. Attempts to analyze the problem from a sociohistorical perspective, using M. Bakhtin's theory of genre and Vygotskian activity theory. Suggests how this perspective can help in the professional writing classroom. (PA) Report/ISSN: ISSN-1057-2252 EJ538994

Steinkamp, M. W., & Kelly, J. J. R. (1987). Social Integration, Leisure Activity, and Life Satisfaction in Older Adults: Activity Theory Revisited. International Journal of Aging and Human Development v25 n4 p293-307 1987. Examined contributions of objective integration, subjective integration, and total leisure activity to life satisfaction of adults aged 40 and 89 years. Telephone interviews with 400 adults revealed that objective integration contributed significantly to life satisfaction only for older males, but subjective integration and total leisure activity contributed to life satisfaction for males and females of all ages. (Author/NB) EJ368488

Stevens, F. (1982). Activity-Centred Approaches to Second Language Learning. Canada; Quebec Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Recent research in psycholinguistics shows that experience with language in its communicative function is essential for learning to speak a second language. A suitable linguistic environment provides for the development of strategies for aural comprehension and for the acquisition of means of expression. A different approach to curriculum is involved, in which the learning of concepts and facts occurs while the acquisition and development of the second language is taking place, and provision is made for members of the group to share information with each other. This permits language to become a vehicle of communication rather than a study in itself. Research is presented that shows that the results of a group of 12-year-olds in an activity-centered program on a battery of tests for auditory comprehension, reading comprehension, and oral production were not significantly different from those of a similar group in a teacher-centered program, although the activity-centered group had spent only 60 percent as much time in class. Cognitive, linguistic, and affective factors help to explain the success of the activity-centered learning. It appears that the activity-centered approach satisfies the implied requirements of Piaget's theory of the acquisition of knowledge. (Author/AMH) ED221066

Streibel, M. J. (1993). Queries about Computer Education and Situated Critical Pedagogy. Educational Technology v33 n3 p22-26 Mar 1993. Discussion of the socially situated and constrained nature of educational computing focuses on situated critical pedagogy and computer education. Four areas are highlighted in an examination of teaching/learning situations: (1) praxis, i.e., a relationship between action and reflection; (2) situated critical pedagogy; (3) interpretive processes; and (4) emancipatory evaluation. (three references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ461593

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Talyzina, N. F. (1984). The Contemporary Condition of the Activity Theory of Learning. Contemporary Educational Psychology v9 n3 p229-34 Jul 1984. By describing the activity theory of learning, this article presents the Soviet position on learning theory and ties psychological research in the USSR to the current Marxist approach to the solution of instructional problems. (BW) UMI EJ303636

Torello, Michael, W., & Duffy, F. F. H. (1985). Using Brain Electrical Activity Mapping to Diagnose Learning Disabilities. Theory into Practice v24 n2 p95-99 Spr 1985. Cognitive neuroscience assumes that measurement of brain electrical activity should relate to cognition. Brain Electrical Activity Mapping (BEAM), a non-invasive technique, is used to record changes in activity from one brain area to another and is 80 to 90 percent successful in classifying subjects as dyslexic or normal. (MT) UMI EJ320495

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Vare, J. W. (1994). Partnership Contrasts: Microteaching Activity as Two Apprenticeships in Thinking. Journal of Teacher Education v45 n3 p209-17 May-Jun 1994. Presents results of a case study that examined the different perspectives of university faculty ("applied scientist" instructors) and reflective practitioners (experienced teachers employed as college clinical faculty). Applied scientist instructors demonstrated a view of prospective teachers' microteaching as autonomous school learning whereas the reflective practitioners viewed it as connected labor. (IAH) UMI Report/ISSN: ISSN-0022-4871 EJ494040

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Watkins, B. (1984). Television Viewing as a Dominant Activity of Childhood: A Suggestion for a Developmental Effects Theory. Michigan Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Research on children and media has generally focused on the negative impact of media on developing minds. However, a theoretical framework is proposed for thinking about the role of television for American children from a developmental perspective. Instead of focusing on television's effects, television viewing can be examined as is any other childhood activityas a constant series of interactions with social, cultural, and personal information that lead to a child becoming a functioning member of society. It is one activity, not necessarily the major activity, of childhood. However, the set of interactions with television can be examined as a dominant activity of American childhood and adolescence. (A dominant activity, long a theme in Soviet cognitive psychology, is composed of a set of tasks that are common to most children in a particular culture.) Television qualifies as a dominant activity because most American children participate in television viewing; there is a consistency in the social values it portrays; considerable effort is involved in understanding its symbol systems; and because certain sets of behavioral or cognitive outcomes have been linked to television viewing. A four-page reference list is included. (Author/LMM) ED246889

Watkins, B. (1985). Television Viewing as a Dominant Activity of Childhood: A Developmental Theory of Television Effects. Critical Studies in Mass Communication v2 n4 p323-37 Dec 1985. Provides a theoretical framework for thinking, from a developmental perspective, about the role of television as a "dominant activity" of American childhood. (PD) UMI EJ329324

Weithorn, C. J., & Kagen, E. (1979). Training First Graders of High-Activity Level to Improve Performance through Verbal Self-Direction. Journal of Learning Disabilities v12 n2 p82-88 Feb 1979. Twenty-three impulsive, high-active first graders were trained to verbally mediate responses on a multiple choice task. (Author/CL) EJ201432

Weithorn, C. J., & Kagen, E. (1984). Verbal Mediation in High-Active and Cognitively Impulsive Second Graders. Journal of Learning Disabilities v17 n8 p483-90 Oct 1984. Effects of high activity level and cognitive impulsivity on the production of relevant, task-directed verbalizations were examined in a group of 90 second graders. Impulsivity-reflectivity was related to the production of both spontaneous and induced on-task verbalizations, but high activity level ratings were not. (Author/CL) EJ308340

Wilson, A. L. (1993). The Promise of Situated Cognition. New Directions for Adult and Continuing Education n57 p71-79 Spr 1993. Situated cognition, the concept that learning is integrally situated in everyday activity, enables more accurate understanding of adult learning. Authentic activity, involving situations requiring actual rather than simulated cognitive processes, may be a better basis for adult education. (SK) UMI Report/ISSN: ISSN-0195-2242 EJ458848

Wilson, L. O. (1994). Every Child, Whole Child: Classroom Activities for Unleashing Natural Abilities. Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC08 Plus Postage. Zephyr Press, P.O. Box 66006, Tucson, AZ 85728-6006. Report/ISSN: ISBN-0-913705-99-3. The purpose of the guide is to address changes in American schools, focusing on holistic learning, multiple intelligences learning theory, and the importance of aesthetic experiences in children's education. It strives to empower professional teachers with knowledge about new learning theories with concrete activities to put that knowledge into practice. The goal is to address the education of the whole child in terms of mind, body, spirit, and social consciousness. Part 1 of the work aims to give direction and perspective to curricula choices of the past, present, and future. Part 2 specifically addresses the present and future need to educate the student via a holistic approach focusing upon the uniqueness and individual potential of each student. The importance of Howard Gardner's multiple intelligences are defined and explained in detail as important points to address the whole education of a child in the areas of: (1) verbal-linguistic; (2) logical-mathematical; (3) spatial; (4) musical; (5) bodily-kinesthetic; (6) interpersonal; and (7) intrapersonal. The seven intelligencies are incorporated into all subsequent exercises in the guide. The third section consists of activities in the areas of knowing the self, utilizing all of the senses, and the world of art as an educational tool. Each activity provides the teacher with a purpose, age level, list holistic principles utilized, intelligences utilized, and materials necessary. Contains 96 references. The work is fully indexed. (SD) ED399001

Windholz, G. (1995). Pavlov's Position on Old Age within the Framework of the Theory of Higher Nervous Activity. International Journal of Aging & Human Development v40 n2 p89-102 1995. In later life, I. P. Pavlov incorporated his findings on aging into his theory of higher nervous activity. Some of the major findings showed that salivary conditioning and stimulus differentiation were difficult to establish in old dogs, but that conditioned reflexes established earlier in life persisted into old age. Pavlov hypothesized that neural processes deteriorate with age. (JPS) Report/ISSN: ISSN-0091-4150 EJ506271

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Yarnold, P. R., & Others, A. (1985). Comparing the Long and Short Forms of the Student Version of the Jenkins Activity Survey. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This paper reports on a short version of the Student Jenkins Activity Survey (JAS), a multiple choice questionnaire that measures Type A "coronary-prone" behavior in assessing subjects' A/B types. The primary objective was to determine if the short and long forms of the student JAS represent similar measurement instruments. A secondary objective was to determine if the short and/or the long JAS results in comparable factor patterns and covariance structures for As and Bs. The short Student JAS gives factors that are more independent than those of the long JAS, and provides a more comparable structure for Type As and Bs. The present results suggest that researchers should still use the short form since its structure most closely resembles that hypothesized by the underlying theory. An important finding is that neither the Glass orthogonal nor the oblique two-factor model fit the data well in an absolute sense: less than half of the common variance was explained by any model, on either form. Examination of the residual correlation matrices indicated that two classes of large residuals (self versus perceived others' ratings and actions versus feelings), which were largely responsible for the significantly poor fits, were observed on every LISREL computer run. (PN) ED264290

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