This paper describes strategies used by novice biology teachers to exert sociolinguistic control over conversations when teaching unfamiliar subject-matter content. These discourse control strategies were identified in a year-long study of teacher subject-matter knowledge and its effects on teaching, and are illustrated in three lessons taught by…

This volume emphasizes the mutual involvement of teacher and ghetto students in the teaching-learning process. The content is based on experience with two hundred young people over a three year period. The method of presentation is largely anecdotal interspersed with the author's comments. Chapters discuss the initial contacts with such students,…