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Articles in this volume include the following titles (translated from the Spanish): "Who Is in Charge of Teaching Reading and Writing at the University? Tutorials, Exam Preparation, and Class Synthesis in the Humanities" (Paula Carlino); "False Conceptions of the Linguistic Abilities, Values, and the Culture of Girls and Boys from Poor Families" (Mabel Condemarin); "Teaching Reading and Writing as an Act of Awareness Building" (Margarita Drago); "The Computer as a Resource for Learning Reading and Writing--YUYITO: A Support Program for Learning Reading and Writing Skills" (Silvina Romero); "In-Service Training of Teachers: The Cornerstone of Institutional Dynamics" (Sara Elisa Oviedo); "What Are We Thinking of When Training Mediators Who 'Know How to Select' Reading Material for Children?" (Cecilia Sehringer and Brenda Griotti); "Linguistic Knowledge and Metalinguistic Reflections: The Role of Conceptualization with Regard to Syllabus Structures in Teaching Reading and Writing" (Raul Hachen); "Text Interpretations by Children: A Challenge for and a Key to Teaching" (Violeta Romo de Munoz); "Evaluation of Attitudes toward Reading in University Students" (Maria Carolina Kussama Pellegrini and Fermino Fernandes Sisto); "Self-Concept and Academic Achievement: A Study with Primary School Teachers and Students" (Veronica Villarroel Henriquez); "Reading for Understanding and Learning in School" (Patricia S. Ratto); "The Slow Process of Writing. A Cross-Sectional Project: Learning to See through the Eyes of Joan Miro" (Alicia Dieguez Bredle); "The Autonomy of the Reader: A Didactic Analysis" (Delia Lerner); "How to Read an Image: The Development of Visual Abilities and Reading through Illustrated Books" (Evelyn Arizpe and Morag Styles); "The Issue of Reading in the Training and Continued Education of Teachers: Comments on Two Experiments" (Maria Eugenia Dubois); "Learning Strategies, Reading Comprehension, and Academic Achievement" (Maria Cristina Rinaudo and Antonio Gonzalez Fernandez); "Metacognitive Reflections on One's Individual Performance" (Nilda Perez Taboada); "The Reading and Writing Skills of Teachers: A Case Study with College Literature and History Teachers" (Guadalupe Lopez Bonilla and Mara Rodriguez Linares); "Electronic Text: The Disappearance of the Printed Word or the Emergence of a New Literary Force?" (Norelkys Espinoza and Oscar Alberto Morales); "Dialogue and Confrontation in Producing Written Texts" (Mabel Pipkin); "A Didactic Sequence for Teaching Written Argumentation in 8th and 9th Grade" (Mariela Rubio and Valeria Arias); and "Spelling: One of the Problems in Writing" (Mirta Torres). Each of the four issues includes a section on child and youth literature, an overview of books and magazines, a news bulletin, and a forum on upcoming events. (AS)

Picture books are useful tools for teaching many abstract and complex concepts of the social studies at the elementary level. They allow students to develop visual literacy through sustained viewing time necessary for exploration, critique, and reflection on the images portrayed. Numerous examples of picture books are presented to support such development. This digest is divided into eight sections: (1) Introduction; (2) "Images as Allegories"; (3) "Historic Photographers and Artists"; (4) "Illustrated Storyboard Narrative"; (5) "Illustrated Timelines"; (6) "Multicultural Education through Diverse Socio-Cultural Images"; (7) "Developing Social Empathy through Pictures"; and (8) "Focal Points of Lessons on Human Similarities and Differences." Contains six additional resources. (EH)

Research reports from the annual conference of the International Group for the Psychology of Mathematics Education include: "A Comparison of Children's Learning in Two Interactive Computer Environments" (Edwards); "On Building a Self-Confidence in Mathematics" (Eisenberg); "Classroom Discourse and Mathematics Learning" (Ellerton); "Constructivism, the Psychology of Learning, and the Nature of Mathematics" (Ernest); "Cognition, Affect, Context in Numerical Activity among Adults" (Evans); "Teachers' Pedagogical Knowledge: The Case of Functions" (Even; Markovits); "Cognitive Tendencies and Abstraction Processes in Algebra Learning" (Filloy-Yague); "On Some Obstacles in Understanding Mathematical Texts" (Furinghetti; Paola); "Toward a Conceptual-Representational Analysis of the Exponential Function" (Goldin; Herscovics); "Duality, Ambiguity and Flexibility in Successful Mathematical Thinking" (Gray; Tall); "Children's Word Problems Matching Multiplication and Division Calculations" (Greer; Mc Cann); "Children's Verbal Communication in Problem Solving Activities" (Grevsmuhl); "The 'Power' of Additive Structure and Difficulties in Ratio Concept" (Grugnetti; Mureddu Torres); "Why Modeling? Pupils Interpretation of the Activity of Modeling in Mathematical Education" (Gortner; Vitale); "A Comparative Analysis of Two Ways of Assessing the van Hiele Levels of Thinking" (Gutierrez; Jaime; Shaughnessy; Burger); "A Procedural Analogy Theory: The Role of Concrete Embodiments in Teaching Mathematics" (Hell); "Variables Affecting Proportionality: Understanding of Physical Principles, Formation of Quantitative Relations, and Multiplicative Invariance" (Harel; Behr; Post; Hesh); "The Development of the Concept of Function by Preservice Secondary Teachers" (Harel; Dubinsky); "Monitoring Change in Metacognition" (Hartl); "The Use of Concept Maps to Explore Pupils' Learning Processes in Primary School Mathematics" (Hasemann); "Adjusting Computer-Presented Problem-Solving Tasks in Arithmetic to Students' Aptitudes" (Hativa; Pomeranz; Hershkovitz; Mechmandarov); "Computer-Based Groups as Vehicles for Learning Mathematics" (Heal; Pozzia; Hoyles); "Pre-algebraic Thinking: Range of Equations & Informal Solution Processes Used by Seventh Graders Prior to Any Instruction" (Herscovics; Linchevski); "LOCI and Visual Thinking" (Hershkowitz; Friedlander; Dreyfus);"Two-step Problems" (Hershkowitz; Nesher); "Evaluating Computer-Based Microworld: What Do Pupils Learn and Why?" (Hoyles; Sutherland; Noss); "Inner Form in the Expansion of Mathematical Knowledge of Multiplication" (Ito); "Some Implications of a Constructivist Philosophy for the Teacher of Mathematics" (Jaworski); "Teachers' Conceptions of Math Education and the Foundations of Mathematics" (Jurdak); "Games and Language-Games: Towards a Socially Interactive Model for Learning Mathematics" (Kanes); "Translating Cognitively well-organized Information into a Formal Data Structure" (Kaput; Hancock); "A Procedural-Structural Perspective on Algebra Research" (Kieran); "Consequences of a Low Level of Acting and Reflecting in Geometry Learning--Findings of Interviews on the Concept of Angle" (Krainer); "The Analysis of Social Interaction in an 'Interactive' Computer Environment" (Krummheuer); "Can Children Use the Turtle Metaphor to Extend Their Learning to Include Non-intrinsic Geometry" (Kynigos); "Pre-schoolers, Problem Solving, and Mathematics" (Leder); "La fusee fraction. Une exploration inusitee des notions d'equivalence et d'ordre? (Lemerise; Cote); "Critical Incidents' in Classroom Learning--Their Role in Developing Reflective Practice" (Lerman; Scott-Hodgetts); "Human Simulation of Computer Tutors: Lessons Learned in a Ten-Week Study of 20 Human Mathematics Teachers" (Lesh; Kelly); "Advanced Proportional Reasoning" (Lin); "Rules without Reasons as Processes without Objects--the Case of Equations and Inequalities" (Linchevski; Sfard); "Everyday Knowledge in Studies of Teaching and Learning Mathematics in School" (Lindenskov); "The Knowledge about Unity in Fractions Tasks of Prospective Elementary Teachers" (Llinares; Sanchez); "Describing Geometric Diagrams as a Stimulus for Group Discussions" (Lopez-Real); "Pupils' Perceptions of Assessment Criteria in an Innovative Mathematics Project" (Love; Shiu); "Developing a Map of Children's Conceptions of Angle" (Magina; Hoyles); "The Construction of Mathematical Knowledge by Individual Children Working in Groups" (Maher; Martino); "The Table as a Working Tool for Pupils and as a Means for Monitoring Their Thought Processes in Problems Involving the Transfer of Algorithms to the Computer" (Malara; Garuti); "Interrelations Between Different Levels of Didactic Analysis about Elementary Algebra" (Margolinas); and"Age Variant and Invariant Elements in the Solution of Unfolding Problems" (Mariotti). (MKR)

This publication presents manuscripts and research reports by graduate students. Accompanying papers from their mentors establish a context for the student papers. In this double volume the works are organized by sponsoring university. Student papers presented are: (1) "Looking, Talking, and Experiencing Art with Preschoolers" (Shari Stoddard); (2) "Feminist Art Criticism: Issues in Feminist Criticism Written about the Work of May Stevens" (Elizabeth Garber); (3) "In What Ways Can Objects of Utility Be Considered as Appropriate Study for Art Education? An Inquiry Grounded in British and American Contexts, 1832-1988" (Paul Sproll); (4) "Artist, Teacher, Scholar, Organizational Leader, Administrator, Collector: Art Educators' Beliefs about Roles and Status" (Thomas Ritenbaugh); (5)"The Influence of Structural Dimensions on Similarity /Dissimilarity Judgement when Categorizing Paintings: A Developmental Study Proposal" (John Hughley); (6) "Popular Culture, Art Making and the Case of G.I. Joe" (Patrick Fahey); (7) "Verna M. Wulfekammer and the University of Missouri: References in the History of Art Education" (Paula McNeil); (8) "Effects of Differential Instruction Upon the Creative Response of Deaf Students" (Carolyn Kampe); (9) "Toward Development of a Visual Arts Diagnostic Achievement Test: Issues and Concerns" (Robert Sabol); (10) "A Qualitative Exploration of Discipline-Based Art Education and the Ohio Partnership" (Jill Reiling Markey); (11) "Aesthetic Experience: Is It Viable in Contemporary Art Education?" (Anne Wolcott); (12) "Huipiles, Maya Womens' Weaving: A Dance with Time, a Salute to Peace, the Fabric of the Artist's Life" (Julia Kellman); (13) "An Assessment by Beginning Missouri Art Teachers of Their Beginning Teacher Assistance Programs" (Bonnie Black); (14) "A Presentation of the Methodology Used in an Exploratory Study for the Purpose of Generating Hypotheses Regarding the Relationships between an Individual's Daily Life and Aesthetics" (Catherine Ballard); and (11) "Kenneth Burke's Dramatist Pentad as an Alternative Approach to Art Criticism in the Classroom" (Gayle Weitz). (MM)

Papers by graduate students, and occasionally papers from their mentors which establish a context for the student papers, are organized by sponsoring University. Student papers presented are: (1) "A Husserlian Phenomenological Investigation of the Lived Experience of an Art Educator and Children" (Alan Wilson); (2) "Art in General Education, 1870-1900: The Introduction of Three-Dimensional Art Reproductions into the Public Schools of the United States" (James McNutt); (3) "Excellence in Education. Excellence in Art Education?" (Karen K. Thomas); (4) "Identifying Factors Related to Guidance Counselors' Attitudes Toward Visual Arts Programs" (Pam Gill); (5) "The Visual Artist in Prime Time Television" (Roy Pearson); (6) "Professionalization and Change in Art Education" (Mary Ellen Connelly); (7) "Reflective and Reflexive Approaches to Microcomputer Graphics: A Study Comparing Logo Turtle Graphics Programming and Paint Graphics Software in Teaching Art Concepts to Sixth Grade Students" (Kenneth Sakatani); (8) "Toward a Theory of Supervisory Practice for Discipline-Based Art Education" (Katherine Schwartz); (9) "Symbolic Interactionism as a Theoretical Perspective for the Study of Children's Artistic Development" (Pat Tarr); (10) "A Change of Vision: The Emergence of the Systems Paradigm" (Pat Perrin); (11) "Johannes Itten: Master Teacher and Pioneer of Holistic Learning" (Kathlenn Shukair); (12) "The Effect of Free and Exemplar Sorting Strategies on the Perception of Visual Structure Found in Non-Objective Paintings" (Anna Kindler); (13) "Reasons for Not Forgetting" (Steve McGuire); (14) "Review of Program Options for Gifted and Talented in the Visual Arts" (Mark Jones); (15) "Identifying Teachers' Concepts and Subsequent Practices of Art History" (Mark Moilanen); and (16) "Adolescents' Creative Productivity in the Arts" (Rochelle Robkin). (MM)

Papers by graduate students, and occasionally papers from their mentors which establish a context for the student papers, are organized by sponsoring University. Student papers presented are: (1) "Cognitive Strategy in Design: The Measurement of its Effect On the Student Design Project" (Michael Eckersley); (2) "The Effects of Structured Criticism Upon the Perceptual Differentiation and Studio Compositional Skills Displayed by College Elementary Education Students" (Dora Janov); (3) "Development and Evaluation of an Art Program for Adolescents with Profound Emotional, Social, Intellectual, and Academic Dysfunction" (Linda Nolan); (4) "Artist of the Environment: Frederick Law Olmstead" (Virginia Fitzpatrick); (5) "An Historic Account of the Origin of the Thompson Art Collection in Peru, Indiana and its Educational Uses" (Paul Engle); (6) "The Ceramics of Failaka: A Question of the Function of Tradition in Artistic Creation" (Safwat Nourel-Din); (7) "Cross-Provincial Policies in Canadian Art Education" (Laurie Baxter); (8) "The Effects of Teacher Intervention and Peer Interaction on Fifth Grade Students' Studio Art Performances" (Karent Kakas); (9) "Transsubjectivity and the Imaginal Event" (Scott Meyer); (10) "A Questioning Strategy for Aesthetic Scanning" (Gloria Hewett); (11) "Discipline-Based Art Education for Preservice Elementary Teachers" (Sally Myers); (12) "Dealing With Distance/Attempts at Nearness" (Priscilla Fenton): (13) "Narrative Interpretation: Personal and Collective Storytelling" (Steve McGuire); (14) "A Description of Two Approaches to Instruction in a Survey Course in Art History" (Mercedes Thompson); (16) "On Defining Art as a Language: A Comparison on Languaging and Drawing Processes" (June Eyestone); and (17) "'Let's Draw'; Art Education by Radio" (Mary Kelly). (MM)

Papers by graduate students, and occasionally papers from their mentors which establish a context for the student papers, are organized by sponsoring University. Student papers presented are: (1) "Sequencing as a Student Strategy" (Elisabeth Hartung); (2) "The Role of the Horse as Subject Matter in Adolescent Girls' Artwork" (Alanna Stalker-Horner); (3) "Artistically Talented Students: A Call for Research" (Dale Boland); (4) "The Effect of Art Training Upon Drawing by Children in a Multi-Cultural Setting" (Alan Richards); (5) "A Naturalistic Study of Primary Aged Student's Visual and Verbal Responses to Selected Visual Stimuli" (Karen Thomas): (6) "The International Society for Education Through Art: A Brief Historical Overview" (Jane Rhoades); (7) "Teaching Art History to Children: A Philosophical Basis" (Jennifer Pazienza); (8) "Conversations and Postcards" (Joan Yochim); (9) "Linguistic Proficiency and its Application to Art Criticism and Art Appreciation" (Candace Jesse Stout); and (10) "A Culture in Conflict: Viewed Through the Art of Contemporary Wisconsin Indians" (Patricia Stuhr). (MM)

Papers by graduate students, and occasionally papers from their mentors which establish a context for the student papers, are organized by sponsoring University. Student papers presented are: (1) "The Relationship of Amount of Experience in Art to Visual Perception and Picture Memory" (Scott Wiley); (2) "In Pursuit of the Idea that the Child Art Process Can be Disclosed" (Nancy Lambert); (3) "Sex Role Stereotyping and Art Education" (Alana Stelker-Horner); (4) "Artistically Talented and Academically Gifted Junior High School Students: A Comparative Study of Their Backgrounds, Interests, and Ambitions" (Charles Gareri); (5) "Papermaking from Selected Malaysian Fibers: An Investigation of Its Artistic Potential through the Creation of Original Paper Artworks" (Chen Teng Beng); (6)"Yoruba Traditional Art: Symbolism and Interpretation" (Moses Fowowe); (7) "Textbooks for Art Education: Functions and Limitations" (James Lomis); (8) "Place and Imaginal Dwelling" (Scott Meyer); (9) "A Penetration of the Historical Theory of Poetic Tropes: A Phenomenological Investigation of the Iconic Historical Field: A Hermeneutic Study" (Bob Troxell); (10) "So, Why Sit Still?" (Steve McGuire); (11) "The Meaning of Art Environments for Art Students" (Joan Yochim); (12) "The Effectiveness of Studio-Based Art Humanities Curriculum" (Susan Atkins); (13) "Missouri Artist Jesse Howard: An Ethnographic Study" (Ann Klesener); (14) "Awareness of the Natural Landscape: A Three-Part Strategy Analyzing the Lives and Works of Landscape Painters for Educational Purposes" (Heather Anderson); (15)"Comparisons of Recognition Capabilities and Preferences for Representational, Abstract, and Non-Objective Paintings" (Kerry Freedman); and (16) "Teachers' Decision Factors in Judging and Planning Discussion Activities for Elementary Art Programs" (Connie Landis). (MM)

This publication presents manuscripts and research reports by graduate students. Accompanying papers from their mentors establish a context for the student papers. In this volume the works are organized by sponsoring university. Student papers presented are: (1) "A Naturalistic Study of Art Choices in a Preschool Setting" (Karen Thomas); (2) "Two Students View an Art Methods Course: A Case Study" (Tracy Wilson); (3) "A Comparative Analysis of Interpretive Strategies in Contemporary Art Theory and Its Implications to Discipline-Based Art Education" (Rosalie Politsky); (4) "Exhibitions of Children's Art: History, Ideology, and Economics" (Dianne Turner); (5) "An Endangered Species: Art Specialists in Elementary Schools" (Miri Fleming); (6) "The Practical Knowledge of a Fine Arts Supervisor in Educational Change: A Case Study" (Rita Irwin); (7) "The Influence of Instruction on Color/Form Classification Strategies and Longterm Memory: A Developmental Study" (Dennis Fehr); (8) "Traffic Jam: Curriculum as Dialogue, Recollection, and Reflection" (Patrick Fahey); (9) "Can We Speak Their Language? Toward an Understanding of Standardized Testing Techniques and Their Alternatives with an Examination of States' Approaches to Assessment of the Visual Art Student" (Sandra Finlayson); and (10) "The Transition from Modernism to Post-Modernism and Its Problematic Impact on Art Education Curriculum" (Ardeshir Kia). (MM)

"Exploring" is a magazine of science, art, and human perception that communicates ideas museum exhibits cannot demonstrate easily by using experiments and activities for the classroom. This issue concentrates on size, examining it from a variety of viewpoints. The focus allows students to investigate and discuss interconnections among apparently unrelated phenomena, revealing the essential unity of nature. Seven articles investigate size: (1) In "Worlds Apart" (Eric Engles) students discover the many ways size affects living things, as they learn small and large organisms actually inhabit different worlds; (2) "Model Magic" (Ellen Klages) takes readers behind the scenes to learn how scaling and other movie special effects fool people; (3) "Try This! Cylindrical Challenges" (Paul Doherty) has three activities that introduce students to volume; (4) "What if You Double It?" (Thomas Humphrey) uses real-life examples to explore why this apparently simple question is actually one of the deepest questions of science; (5) "David & the Distorted Room" (Lauren McLean Ayer) uses Michaelangelo's "David" and a distorted room to demonstrate how perception is governed by physical perspective, cultural conditioning, and, sometimes, optical illusions; (6) "A Pygmy's Perception" (Colin Turnbull) focuses on how environment effects perception of the world, through one person's size-distance experience; (7) "The Stressful Life of Buildings" (Barry Kluger-Bel) examines how architecture in part is governed by scaling. Regular departments give factoids, answers to readers questions, and information on related tools, toys, reading, and teaching strategies. (DQE)

This fact sheet defines vision, outlines the visual skills needed for school achievement (ocular motility, binocularity, eye-hand coordination skills, and visual form perception), and describes how visual problems are evaluated and treated. The fact sheet also lists clues to look for when a visual problem is suspected, including the appearance of the eyes, complaints when using eyes for desk work, and behavioral signs. (JDD)

The article focuses on transitioning from school to work for teenagers and young adults with attention deficit hyperactive disorder (ADHD). Topics discussed include how ADHD symptoms can affect employment, auditory and visual processing challenges in ADHD, and factors that contribute to the difficulty in maintaining focus.

Jeffrey T. Larson, the winner of the Portrait Society's 2024 Draper Grand Prize, is an artist who was born in Two Harbors, Minnesota, and received his artistic training at the Atelier Lack. Larson founded the Great Lakes Academy of Fine Art in 2015, which offers a classical training program modeled after the traditional European Atelier system. In an interview, Larson discusses the importance of mastering the fundamentals in becoming a master painter and the challenges of accurately representing what one sees. He also mentions the support he has received from his wife, Heidi Larson, who is also an artist. Since winning the Draper Grand Prize, Larson has been working on outdoor figure commissions. [Extracted from the article]

This article, written by artist and educator Ken Goshen, explores the concept of balancing oppositional qualities in composition. Goshen discusses the importance of reconciling contrasting elements, such as light and shadow, contrast and unity, and natural forms versus mathematical structures, in order to create dynamic harmonies in artwork. The article provides insights and tools that can be beneficial to both new and experienced painters, and emphasizes the significance of finding balance in composition to engage viewers and evoke emotional and aesthetic responses. [Extracted from the article]

The article explores the limits of human imagination, specifically focusing on the idea of imagining a completely new color. It explains that due to the physics of light and the biology of our eyes and brains, humans are limited to a certain range of colors. The article also discusses the difficulty of explaining or describing a completely new color, as our color definitions are based on what we have seen before. The author references H.P. Lovecraft's story "The Colour Out of Space" as an example of a completely new color that defies description. The article concludes by discussing the philosophical perspective that our imagination is limited to what we have previously experienced through our senses. [Extracted from the article]

This article delves into the factors that contribute to visual perception and the role of awareness in seeing. It emphasizes the importance of attention in selectively focusing on certain elements of a scene and how this can impact our conscious awareness. The article also explores the concept of inattentional blindness, where individuals may fail to notice visual stimuli if their attention is directed elsewhere. It briefly touches on the topic of subliminal messaging and the role of top-down processing in shaping our perceptual experience. Overall, the article underscores the intricate nature of visual perception and the influence of various factors on our awareness of the visual world. It also discusses the impact of imperceptible stimuli on our conscious awareness and perception, as well as the ability of our visual systems to process the essence of a scene, which is relevant to healthcare professionals in detecting health concerns. The article concludes by highlighting the complexity of visual processing and how our memories and perceptions can be altered over time. [Extracted from the article]

The article suggests a system of steps and tasks for parents and caregivers to help children with attention deficit hyperactivity disorder (ADHD) get ready for school in the morning and make them feel safe and secure. Cited are strategies to teaching children the skill to make their own lunch, how to set up a routine for children using visual cues, and the significance of reinforcing to inspire and motivate children to succeed.

These days, there is a consensus that some forms of synaesthesia, particularly letter-colour synaesthesia, are closely tied with learning. It's all of us." z Teaching synaesthesia Given the cognitive benefits that letter-colour synaesthesia can confer (see main story), researchers have long wondered if those without it can be taught to consciously associate letters with colours. But they do for people with letter-colour But they do for people with letter-colour synaesthesia, in which letters and words are associated with particular colours. It is also common for young children learning the alphabet to recognise the first letter of their first name before most other letters and to use that letter as a way to distinguish their name from others. [Extracted from the article]

2024 SEP 28 (NewsRx) -- By a News Reporter-Staff News Editor at Obesity, Fitness & Wellness Week -- According to news reporting based on a preprint abstract, our journalists obtained [...]

2024 SEP 14 (NewsRx) -- By a News Reporter-Staff News Editor at Obesity, Fitness & Wellness Week -- According to news reporting based on a preprint abstract, our journalists obtained [...]